
Class L fi^ ^K 
Book - / ^f 



SMITIISOXIAN DKl'OSIT. 



IB9'^ 



THE HISTOET OF HIGHEE EDUCATION 



IN 



RHODE ISLAND. 



a. disseetation presented to the board of university 

Studies of Johns Hopkins University for the 

Degree of Doctor of Philosophy 



WILLIAM HOWE TOLMAN. 
1894. 



/ 










FRONTISPIECE. FIRST BAPTIST CHURCH. 



Biographical Note. 

William Howe Tolman was born in Pawtucket, Rhode Island, 
June 2, 1861. He prepared for college at the University Grammar 
School, entering Brown University in 1878, and graduating with 
the degree of A. B. in 1882. After teaching for several years, he 
entered the Johns Hopkins University in 1888. His major subject 
was History, first minor Roman Law, and the second minor Admin- 
istration. The subject of his dissertation for his Doctor's Degree 
was " The History of Higher Education in Rhode Island." 



THE HISTORY OF HIGHER EDUCATION 



IN 



RHODE ISLAND. 



a dlsseutation puesentkd to the board of university 

Studies of Johns Hopkins University for the 

Degree of Doctor op Philosophy 



WILLIAM HOWE TOLMAN. 
1894. 



TABLE OF CONTENTS. 



Page. 

Letter of traosmittal 9 

Introductiou 11 

PART I. 

COLOXIAL AND LATER EdUCATIOX 13 

Sketch of the coloiiy 13 

Colonial traits 13 

Roger Williams 14 

Contributory sources o^ education 16 

(Sunday schools 16 

Stephen Hopkins, a type 17 

Libraries 18 

Colonial education 19 

Variety of schools 19 

Support of schools 20 

Schooihouses and rooms 21 

Slow educational development 23 

Separation of church and State 23 

Disputes regarding the boundary 24 

Isolation of the planter life 25 

Free public school system 25 

Early methods 25 

Efforts of the proprietors 25 

John Rowland 27 

Petition of the Mechanics' Association 29 

Providence schools 29 

Revival of public schools 30 

Henry Barnard ,• 30 

PART II. 

Academies and Preparatory Schools 33 

Introductory 33 

University Grammar School 34 

Kingston Academy 39 

Friends' School 41 

Washington Academy 52 

Kent and East Greenwich Academy 57 

Smithfield Seminary and Lapham Institute 66 

Smithtield Academy 71 

PART III. 

Education of Women 77 

Young Ladies' High School 77 

Young Ladies' School, Prof. Lincoln 83 

Warren Ladies' Seminary 84 

Normal School 88 

3 



4 TABLE OF CONTENTS. 

PART IV. 

Page. 

Bh( )wn University , 93 

lutioductory i „ 93 

James Manning, 1764-1791 94 

Desigu of the college 94 

Biography of Mauuiug 95 

Correspondence 96 

Funds 97 

Location 97 

First commencement 101 

Course of stndy 103 

Mtinagenieut 104 

Prominent men 104 

Discipline 105 

Land and buildings 107 

Revolutionary period 108 

Closing years of Manning Ill 

JONATHAxX Maxcy, 1791-1802 Ill 

Policy of the college 112 

Sketch of President Maxcy 112 

Asa Messer, 1802-1826 114 

Introduction 114 

Foundation of professorship of oratory 114 

Change of name 115 

University Grammar School 116 

Hope College 116 

Biographical sketch of Messer 117 

His policy 118 

Reminiscences 119 

Francis Wayland, 1826-1855 120 

Biography 120 

Characteristics 121 

Class-room manner 122 

Discipline 124 

What he did for the college 125 

Public services.. 127 

New system 128 

Manning Hall 131^ 

Rhode Island Hall 132 

l^niversity extension 133 

Barnas Sears, 1855-1867 133 

Early days 134 

Public services ^ 136 

Peabody trust fund 136 

Scholarships 139 

Exemption from taxation of college i)roperty 142 

Agricultural lands 144 

Professor Dunn 145 

Alexis Caswell, 1868-1872 148 

Biography 148 

The man and teacher 149 

Professional services 150 

Closing days 151 



TABLE OF CONTENTS. 5 

Page. 

E. G. Robinson, 1872-1889 152 

Slater Hall 153 

Sayles Memorial Hall 153 

Library 156 

Professor Dimaii 158 

Professor Chace 162 

Professor Greene 165 

Elisha B, Andrews, 1889 167 

Course of study 168 

Wilson Hall 182 

Present policy 183 

Professor Gammell 188 

The library 190 

Brown in '61 194 

Societies 196 

Athletics 199 

Professor Lincoln 199 

PART V. 

TiiK Rhode Island College of Agriculture and Mechanic Arts 201 

Courses of instruction 202 

Bibliography 209 



LLUSTRATIONS 



Page. 

First Baptist Church, Providence Froutispiece. 

East Greenwich Academy 60 

Brown University — Front campus 96 

University Hall 108 

Hope College 116 

Manning Hall 130 

Rhode Island Hall 134 

Slater Hall 152 

Sayles Memorial Hall 156 

Library 158 

Middle campus — Slater, Manning and University Halls 168 

Chemical laboratory 178 

President's house 184 

Interior of library 190 

Gymnasium 198 

Rhode Island Agricultural College : 

Chemical Laboratory, College Hall, Dining Hall 202 

College farm house and barns 204 

A corner in the mechanical laboratory 206 

Woodwork done by students 206 

A part of the art hall 208 

Horticultural department vineyard 208 

7 



LETTER OF TRANSMITTAL. 



Department of the Interior, 

Bureau of Education, 
Washington, B. C, July 31, 1894. 

Sir : I have the honor to transmit herewith for publication the mono- 
graph entitled "History of Higher Education in Rhode Island," by 
Dr. William Howe Tolmau. This monograph is No. 18 in the series of 
" Contributions to American Educational History," edited by '^rof. 
Herbert B. Adams. The present circular, relating to the history o:^ one 
of the original thirteen States, whose colonial history goes back to 1036, 
is of interest to the student and reader because it raises the question 
whether religious freedom reacted favorably on the establishment of a 
system of education in the early colonial days of the New England 
colonies. It is claimed that union of Church and State existed among 
the Puritans, and the educational system became the care of the Gov- 
ernment through the clergy, who were in civil authority and gave their 
attention to education and educational systems. In Rhode Island no 
person was molested, punished, disquieted, or called in question for 
any matters in religion that did not actually disturb the civil peace of 
the colony. By reason of this emphasis placed on the separation of 
Church and State, and the consequent feeble efforts toward united 
action in founding schools, a large number of the clergy were found to 
be without any special training, and this led to the agitation which 
resulted in the establishment of Rhode Island College (now Brown 
University) in 1764, in order that members of the Baptist denomination 
might have an institution where a liberal education could be acquired. 

The first part gives an account of colonial and later education. The 
personal influence of Samuel Slater, who opened his house as the meet- 
ing place of the first Sunday-school in the colonies, September, 1790, 
and Stephen Hopkins, of whom President Manning said : '< Few men 
in ijublic life at that time had so thoroughly applied themselves to the 
study of books and men," furnish interesting studies for the historian 
of education. The name of Dean Berkeley (George Berkeley, Dean of 
Derry, and afterwards bishop at Cloyne) is prominent in the origin of 
the first public library in the colony, 1730. 

The variety of schools, the slow educational development, and the 
free public school system (first developed in Newport in 1640 and in 

9 



10 LETTER OF TRANSl^ITTAL. 

Providence in 1663), with the efforts of John Howland and Heniy Bar- 
nard in edncation, are briefly bnt intelligently discussed. 

The second part is devoted to the studj^ of academies and prepara- 
tory schools. The University Grammar School, whose principal, James 
Manning, was the first president of Ehode Island College, Greenwich 
Academy, and the Friends' School are perhaps the three most impor- 
tant. The third part is devoted to the edncation of women. 

The fonrth jiart is a history of Brown University. The history of 
higher edncation in Ehode Island is properly said to be a history of 
Ehode Island College and Brown University, and accordingly^ the his- 
tory of this institution occupies the greater part of this monograph. 
Under such presidents as Manning, Wayland, Sears, Eobinson, and 
Andrews, the labors of such professors as Lincoln, Harkness, Dunn, 
Diman, Gammell, and others were and are of that efficient because 
personal character that imparts the highest intellectual instruction to 
the student. 

The Ehode Island College of Agriculture and Mechanic Arts was 
organized and chartered subsequent to the date of i)reparation of 
original manuscript of this circular. 

To the foresight and wise discrimination of my predecessor in the 
office of Commissioner of Education, Hon. N. H. E. Dawson, the credit 
is due for the development and inauguration of the plan to publish 
this valuable series of monographs. 

Very respectfully, your obedient servant, 

Wm. T. Harris, 

Commissioner, 

Hon. HoKB Smith, 

Secretary of tJie Interior, Washington^ D. C. 



HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 



INTRODUCTION. 

The history of higher education in Rhode Island is the history of 
Brown University, because that is the only university in the State. 
But the term "higher education" has been interpreted generously, in 
order to include academies and schools of a similar nature. Many of 
these were preparatory for college and others furnished a practical edu- 
cation in navigation, surveying, or other special branches. In some 
cases the academy or school was established in response to a feeling of 
special need on the part of a particular community. There were no 
graded schools nor w^as there a general system of education. It is, 
therefore, difticult to determine wliich were the institutions for higher 
education. Some with r.o more pretentious title than "school," " acad 
emy," or " seminary" gave instruction in their advanced classes in some 
of the studies pursued in the freshman class in college. It seemed 
fitting that such institutions should have a place in the history ot 
higher education, and a portion of this monograi)h has been devoted 
to academies. A sketch of common-school education has been given 
in order to connect colonial with the more recent ])hases of educational 
devolopment. 

In comparison with her sister colonies Rhode Island was slow in 
establishing a general system of education and the University was not 
founded till 17G4. Accordingly, a sketch of the colony has been given 
stating the condition of education at that time; noting the contributory 
sources to education, and showing why the general educational develop- 
ment was so tardy. In colonial days Newport was the second city in 
the country, ranking next to New York. The superiority of Newport 
was gained through her commercial relations, for a prosperous com- 
mercial center is progressive. The relations between commerce and 
education are of interest in the earlier history of the State. 

Nearly all of the academies were founded under denominational 
influences, but their advantages were extended to all. They were all 
of a high grade, and formed educational centers, where a student 
obtained preparation for Brown University, or received a general edu- 

11 



12 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

catioii. The majority of the academies offered instruction to both 
sexes. Some were entirely for female instruction, and have been 
described in the chapter ou education for women. 

The history of Brown University occupies the greater part of the 
monograph; the natural divisions of the subject are the periods of the 
v.irious administrations. There have been seven presidents previous 
to Dr. Elisha B. Andrews. The treatment of the earlier administra- 
tions has been largely biographical. ''An institution is the lengthened 
shadow of one man." Hence the life purpose, the striving for its accom- 
plishment, the character of the founders and the early administrators 
of the University are of interest to the students of institutional history. 
As the University became firmly established, and as it increased in 
material equipment, attention has been directed to those phases of its 
history, yet even here the personality of the leaders must be noted. 
The growth of the University has been steady and peaceful; high 
standards of instruction have been maintained; and the relations 
between the institution and the community have been cordial. When 
the State or municipality has needed the aid of educated men for spe- 
cial services of a public character, cheerful responses have been accorded 
by the academic staff. Some of the presidents gave the University the 
benefits of the best years of their experience, and withdrew from its 
councils while still in their maturity to engage in pursuits of a public 
nature. The charter of the University is most liberal, and the same 
characteristic is true of its policy. While the administrators of the 
University have been conservative, they have ever shown themselves 
willing to adopt methods that would advance the best interests of 
Brown. Under the presidency of Dr. Andrews the present depart- 
ments have been strengthened, University extension has been success- 
fully organized in neighboring cities, and plans are being formulated 
to found a school of applied sciences. There is every indication that 
Brown is fulfilling all the hopes of her best friends, in becoming a 
center for higher education. 



PART I. 
COLONIAL AND LATEE EDUCATION. 

Sketch of the Colony. 

Ill writing- the history of education in Rhode Island, it is necessary 
to sketch in outline the early history of the colony, in order to learn its 
personnel and its relation to the other colonies. In treating of the early 
history of the colonies, it must be remembered that underneath all the 
variety of local developments, was the broad foundation of Anglo- 
Saxon self-sufficiency. Each colony had the roots of its early life far back 
in the past, and did uot gain its more rounded development at a leap. 
It was a plant of slow growth. These men, the founders of our consti- 
tution, practical politicians who knew how intinitely difficult a business 
government is, desired uo bold experiments. They preferred, so far as 
circumstances permitted, to walk in the old paths, to follow methods 
which exj)erience had tested. 

The early life of the colonies was varied. In Massachusetts the close 
union of church and State gave rise to a system which early fostered 
educational movements, although it can not be admired for that amount 
of toleration which characterized some of her sister colonies. The 
educational movements in the different colonies varied according to 
their pliysical characteristics, personnel and religious rule. In any 
account of the history of education in Rhode Island, the unity of the 
work would be incomplete were there no reference to the early colonial 
period. Were the founders and settlers of this State men to demand 
and appreciate the advantages of education? Was the environment 
such that when an educational movement was started it could grow 
under the stimulus of a broad and catholic public opinion"? 

COLONIAL TRAITS. 

To answer these questions and to get an idea of those times, in order 
that the aninuis of the colonists may be seen, it will be imperative by 
way of introduction to the educational history to glance at the early 
history of the colony. This is all the more necessary because events 
of the past are so liable to be viewed with the eyes- of the present. 

Some idea of the manners and customs may be gathered from the 
reminiscences of Samuel Thurber. 

As respects schools iirevious to tlie year 1770, they -were but little thought of; 

there were in my neighborhood 3 small schools, perhaps about a dozen scholars in 

each. Their books were the Bible, spelling book, and primer. Besides these there 

were 2 or 3 women schools. When one had learned to read, write, and do a sum in 

the rule of three, he was fit for business. 

13 



14 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

Mannors and f;ushii)ii8 were very plain. The dress in general was meant to be 
durable. Men mostly with wasli-leather breeches; cloth for most ])urj)08es gener- 
ally mauufaetnred in their families; laborers of almost every description with 
leather aprons; the best dress of the most opulent was of English manufacture, in 
a plain style. The mail was carried by a Mr. Mumford on horseback, once a week, 
between Providence and New London, and so back. May, 1776, I went to Pomfrct, 
36 miles, in a chaise. The road Avas so stony and rough that I could not ride out 
of a slow walk but verj' little of the way, I was near two days in going, such was 
the general state of our roads at that time. 

Business and occupation was similar to what it now is, except machiiu' manu- 
facturing. Furniture in general was very plain, mahogany was little known. 
Almost every article of w(fbd was straight, without much paint or ])olish. But little 
crockery and that of a coarse kind. Pewter aud wood were the principal table 
furniture. Two would often be eating out of the same dish, and perhaps a dozen 
drinking out of the same jjewter quart pot or earthen nuig. In my youngest days 
there were few carriages besides carts, consequently wheu women wanted tjo go 
abroad it was very common for them to go on horseback, sitting on a pillion behind 
a man. The rising generation will not have so good times as the latter have had. 
What wars and troubles we have had, have been but a trifle to what are to be. 

Such was the statement of a man writing of the mivly part of the 
eighteenth century.' 

ROGER WILLIAMS. 

The early settlers of our colonies need no eulogy. What they wrought 
speaks for itself, and we of to-day have entered into the inheritance, 
and are reaping the benefits of their labors. The colonists were deter- 
mined and firm adherents to what they believed was right. Principle 
guided those wlio were in rule. It is easy to bring against these men 
the charge of intolerance and uncharitableness; but they had left their 
homes and had severed nearly all the ties which bound them to their 
fatherland, and here they were to conduct themselves in accord with 
those»principles which they could not enjoy in England. All the col- 
onists who left England were of the same nation. They were all 
Englishmen, holding firmly to their religious belief, stubborn if you 
will, but n(me the less infiexible, Wheu, therefore, men came who 
indulged in views and opinions counter to their own, they were not 
tolerated. Too much hardship and risk had been undergone by those 
who came first, to have their colony subverted by those who thought 
differently. The reformation had wrought a mighty work, and made 
a great upheaval in established notions, but what it accomplished was 
rather as a grand whole than in detail. When men came to the colony 
of Massachusetts and expressed opinions counter to those prevalent, 
objection was made and measures taken to put a stop to such conduct. 
Those who incurred censure were men from the same stock as those 
who sat in judgment, and felt firmly that they too were in the right; 
hence, they would not yield. Among such was Roger Williams, who 
had spent some time at Plymouth and at Salem. Several times he had 

' Staples' Annals of Providence, pp. 600-607. 



COLONIAL AND LATER EDUCATION. 15 

been summoned before the court to answer to charges preferred against 
him. The ground of these charges can best be gathered from the 
decree of banishment pronounced against liim in 1035. 

Whereas Mr. Roger Williams, ouc of the elders of the church of Salem, both 
broached and divulged divers new and dangerous opinions against the authority of 
magistrates; as also writ letters of defamation both of the magistrates and churches 
here, and that before any conviction, and yet maintaineth the same without any 
retraction ; it is therefore ordered that the said Mr. Williams shall depart out of this 
jurisdiction within six weeks now next ensuing, which, if he neglect to perform, it 
shall be lawful for the governor and two of the magistrates to send him to some 
place out of this jurisdiction, not to return any more without license from the court.' 

lie was allowed to remain till spring, provided he would not dissem- 
inate his views. This he refused to do. Because of his refusal and 
his thought of founding a settlement in Narragansett Bay, it was 
decided to send him to England. lie fled to the Indians, and was 
received by one with whom he had been friendly in Plymouth. 

In reviewing the measures which led to the banishment of Roger Williams we find 
that tliey all proceeded from the firmness with which on every occasion he main- 
tained the doctrine that the civil power has no control over the religious opinions of 
men. To adopt this new theory to practical life was to effect a revolution in the 
existing systems of government; to sever the chain which, since the days of Con- 
stantine, had linked theology to the throne; to restore to the free mind the distinc- 
tive but long-fettered gift of Deity — free agency; and, in fine, to embody in civil 
polity that principle, but dimly understood by the reformers, which, from Witten- 
berg to Rome, in the cloister and camp, had aroused the spirit of all Europe — the 
right of private judgment. - 

The early history of Rhode Island seems to shadow the realization 
of the idea of a nation which was secured by the adoption of the Con- 
stitution. When the charter was suspended during the administration 
of Andros, in 1686, the government was simply taken up by each town 
and these local units continued. In 1642 there were three colonies in 
Rhode Island, and they were independent. A strong need was felt for 
cooperation. The neighboring colonies were claiming their territory; 
the Indians were an uncertain element, threatening the people, and 
strongest of all reasons was that which demanded every exertion to 
keep the colony secure in the principle of its foundation — civil and 
religious liberty. Roger Williams was the agent selected to go to 
England to secure the charter, and he was successful. 

He reached Providence by the same route that eight years before he had pursued, 
a homeless wanderer, dependent on the kindness of the red man. His entry was like 
a triumphant march. Fourteen canoes, filled with the exulting population of 
Providence, met him at Seekonk and escorted him across the river, while the air was 
rent with shouts of welcome. How the contrast, which a few short years had wrought 
in all around him, must have pressed upon his mind, and more than all the feeling 
that the five companions of his exile, and those who had followed them were now 
raised, by the charter he had brought, from the condition of despised and persecuted 
outcasts to the rank of an independent state. ^ 

' Arnold, History of Rhode Island, vol. 1. 
^lUd, p. 41. 
''lUd, p. 115. 



16 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

The charter was signed Thursday, March 14, 1G13-'14, and the colo 
nies were united as "The Incorporation of Providence Phmtations iv 
the ISTarragansett Bay in Few England." During the interval between 
the establishment of the government in 1647 and the restoration 
there were the usual occurrences incident to colonial life. It was a 
long time before the colony could secure that amount of repose whici' 
was necessary in order to carry out a general policy of education. 

Contributory Sources of Education. 

Altiiough a system of education was slow, yet there were many 
influences at work to continue the life of movements in this direction. 
It will be shown why this development was so slow. Among the con- 
tributory sources were the personal influence of men of whom Stephen 
Hopkins was a type, the conservative force of libraries, and the impulse 
of Sunday schools, and private schools of all kinds. 

SUNDAY SCHOOLS. 

Among the earlier contributory sources to education was the Sunday 
school. These schools were founded by Eobert Eaikes in England iu 
1781, and were designed at first to give secular instruction. They were 
chiefly for the children employed in manufacturing establishments, 
who had no opportunity during the week for attending school. The first 
Sunday schools in the colonies were in Rhode Island. 

Sunday schools were started iu Pawtiicket at an early date and under peculiar 
circumstances. Although the attempt to rear a meetiughouso was begim in 1793, it 
was years before the edifice was so iar completed as to he lit for a congTegation, and 
still longer before a regular preacher was settled. The Sabbath was, therefore, a 
day of recreation and amusement rather than of religious rest. Mr. Slater was 
compelled to see that moral agencies could not safely be neglected in the community. 
Among the boys who came to work iu his mill was one 11 years of age. He found 
au irreverence towards the Sabbath which shocked his sensibilities. Not knowing 
what to do on that day he was subjected to peculiar temptations. It so happened 
that some of the lads who worked with him iu the mill were conferring together one 
Sunday morning as to where they should go. Said one of them, "Let's go up to 
Smithficld and rob Mr. Arnold's orchard; that will be fine sport." But the youth 
tirst named demurred. "I don't believe it is right to go off Sunday to rob 
people's orchards," said he. Mr. Slater happened to be passing at that moment and 
caught a part of the reply. He stopped and asked, "Boys what are you talking 
about?" He was told of what had been proposed, and one of the boys added, 
"Nat doesn't think it is right to go off so on Sunday." "No, nor I neither," 
responded Mr. Slater, and he doubtless felt, if he had never realized the matter 
before, that he owed a duty to those youth, whom God had placet! for a time under 
his charge. He resolved to remove froui them one form of temptation and i^romptly 
said, "Boys, go into my house iind I will give you as many apples as you want and 
I will keep a Sunday school." ' 

Eleven boys from his cotton mill composed this school first opened 
in September, 1799. The school was founded on the Raikes model for 
secular instruction. Its library consisted of two testaments and three 
Webster's spelling books. 



' Historical sketch of Pawtucket, Rev. Massena Goodrich, p. 9. 



COLONIAL AND LATER EDUCATION. 17 

STEPHEN HOPKINS. 

Altbougli the educational activity of the other New England colonies 
was in advance of the colony of Ehode Island and Providence Planta- 
tions, yet it must not be inferred that there was no life. All movements 
for advance and reform are slow ; often the work seems to stand still, 
yet, to him w^ho views the period from a distance, movements that appear 
feeble and isolated are those which have guarded and advanced the 
life. Education is not merely the result of knowledge obtained from 
books. Said Prof. Conrad, of Halle: "I have learned more from life 
than from books." President Manning, referring to Stephen Hopkins, 
said : 

Few men in public life at that time had so thoroughly applied themselves to th© 
study of books and men. 

Hence in colonial days, everything which tended to bring the people 
into relation with their fellows, either by individual or associated 
effort; all work of .^ public nature, like the establishment of custom- 
houses, the improvement of the roads, provision for a postal service, all 
such eftbrts lessened their isolation and rendered possible the contact of 
mind with mind. Then arose the need for sucli training as the school, 
the academy, and the university would supply. As confirming this 
view, that the education afforded by the school is not self-sufficient^ 
Arnold says: 

Thus freedom and education went hand in hand with industry and economy m 
the minds of the fathers of the Constitution. 

Among the contributory sources to education in the colonies was the 
personal influence of the colonists. Stephen Hopkins may be Aaken as 
an illustration. In early life he had felt the need of an education, and 
when in after life by his own efforts he had realized the attainment of 
a liberal education, he determined to do all in his power to aid others in 
securing the means of obtaining an education. He was one of the 
founders of a public library in 1750. He had a library of his own which^ 
for that day, was a good one. It was said of him: 

He attached himself in early youth to the study of boobs and men, and continued 
to be a constant and improving reader, a close and careful observer, untilthe period 
of his death. 

He was fond of history and poetry. Pope, Thomson, and Milton 
were his favorites. When he had removed to Providence, he, with sev- 
eral other citizens, sent to England for some books, which laid the 
foundation for the Providence libraVy. He said : 

Nothing tends so much to the good of the commonwealth as a proper culture of 
the minds of its youth. 

For several years he served as governor of the State, and was one of 
the delegates to the Albany congress. 

To a young man of his marked capabilities, his quick instincts, and his lively appre- 
ciation of all phases of hunum life, there can be no doubt but that the two or three 
occasions in every year when his duties called him to Newport were opportunities 
1123 R I 2 



18 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

which be would li,v uo means allow to jjass him iuiimpio\ od. I'liis, it must be remem- 
bered, was the Newport of Dean Berkeley and of the geuial diviues, Rev. Mr. Hony- 
mauand Rev. Dr. MacSparran ; of Smibert, the painter, aud, alittlelater.of the youth- 
I'ul Gilbert Stuart ; of such merchant princes as the Wantons, the Malbouer, Abraham 
Redw( od, and Whipple ; of such accomplished historical scholars as Dr. Stiles and 
John Callender, and of scientific men like Joseph and Peter Harrison and Dr. Wil- 
liam Hunter. It was the perioil when such families as those of Wanton, Brentou, 
and A^ernon, Bull, Coddington, Brinley, and Robinson furnished the cultivated society 
for which the town became eminent, an<l when the <listuigiiislied literary clnb which 
was founded by Berkeley, and which numbered among its members such men as Cal- 
lender, Ellery, Ward, Honynian, ('heckley, Updike, and Johnston, was a most potent 
inlluence in fixing upon the society of Newport that character for refined and digni- 
fied culture which it has since borne. "A similar auspicious influence," says Dr. 
King, "on the character, intelligence, and public spirit of the town, on her rising 
statesmen, her liberal merchants, her cultured scholars, and her able lawyers, must 
be attributed to the Redwooil Library."' 

From the brief sketch of Hopkins, wlio may be taken as a tyi>e. it 
may be seen how tlie ini^nence of a man like him woukl be exerted in 
favor of all that concerned education. 

LIBRARIES. 

Another contributory source to education, although closely allied to 
personal influence, is that exerted throuj^h the libraries of the day, 
more or less extensive. A name prominent in the origin of the liist 
library in the colony, is that of Dean Berkeley. 

The arrival of George Berkeley, Dean of Derry, and afterward bishop at Cloyne, 
was a Joyful event in the history of Newport, and important in its results to the 
other colonies. A corps of literary men and artists accompanied him, among whom 
was Smibert, to whose advent is due the earliest impulses to American art. From 
the collection of pictures that he brought, Copley first drew his inspiration, and 
West was taught to breathe his spirit upon the undying canvas. The benevolent 
design of Berkeley, to found a college in the Bermudas, was abandoned from necessity ; 
but his liberal benefactions to Harvard and Vale still exist, as proofs of his zeal in 
the cause of classical learning.* 

Dean Berkeley had the opportunity to lead just the life of retirement 
that he wished, and selected for his residence the town of !N"ewport. 
Here he wrote his philosophical tractates. He came in contact with the 
scholars of the day in his adopted city. Berkeley did not live to himself 
alone; he established a literary and philosophical society. Among 
the objects of this society was the collecting of books. From the fact 
that this society was in all probability among the oldest of a similar 
nature in the country, some of its rules are of interest. 

Whereas, A. D. 1730, Messrs. Daniel Updike, Peter Bours, .lames Searing, Edward 
Scott, Henry Collins, Nathan Townsend, Jeremiah Condy, and James Honyman, jr., 
did form a society for the promotion of knowledge and virtue, by a free conversation 
according to several regulations by them agreed. 

We, the present members of the said society, finding it necessary on many accounts 
for the more efl'ectual answering the end of our institution, do agree to enter into a 



Foster's Stephen Hopkins, vol. i, i)p. 71, 75. - Arnold, vol. ii, p. 99. 



COLONIAL AND LATER EDUCATION. 19 

more strict eTigagciueiit and establish the following as the laws and orders to he 
observed in this society : 

(1) The members of the society shall meet every Monday evening at the house of 
one of the members, seriatim, and converse about and debate some useful question 
iu divinity, morality, philosophy, history, etc. 

(2) The member who pro[iosed the question shall be moderator (j)?'o hac vice) and 
see that order and deceucj^ be maiutaine<l in all the debates and conversation. 

(3) Eve'-y member in order shall freely give his opinion, with his reasons, having 
liberty to explain the sense of the question or his own expressions, and to retract <»r 
alter his opinion as to him shall seem right. 

(4) The member at whose house we meet shall propose a question for the next 
evening's conversation, the society to judge of its propriety and usefulness, only 
nothing shall ever l)e proposed or debated which is a distinguishing religious tenet 
of any one member. 

The remainder of the 13 rules concern the election of members, tines 
and dues, and the general government. The plan for collecting books 
was aided by Abraham liedwood, who gave the society £500 on condition 
that the society would erect a suitable building. This was done, so that 
the money was forthcoming. The fact that this library was in Newport 
was onereason wliich induced Dr. Ezra Stiles, afterward president of Yale 
College, to settle tliei^e. "Atlength,"to usehisown language, " partlyan 
agreeable town and the Redwood library * * * induced me to yield, 
and I gave an affirmative answer to the church and society." The con- 
dition of the library at that date may be seen from the sketch given by 
Holmes, the biographer of Stiles: 

The Redwood library, at New])ort. consisting of aboxit 1,500 voliTmes at the time 
of his settlement there, and augmented afterwards by books imported from Europe, 
intrusted to his selection, was highly propitious to his wishes and to his literary 
improvement. To the accomplishment of an end, Providence always furnishes ade- 
quate means. This library, the benefit of which Mr. Stiles enjoyed above twenty 
years, and to which, being librarian, he could always have access, was eminently 
subservient to his preparation for the presidential chair, to which he was in due time 
to be called.' 

Colonial Edi^^cation. 

variety of schools. 

As preparatory to the period of educational activity, and as afford- 
ing a connecting link, a brief account of colonial education must be 
given. There seems to be no justilication for the use of the term 
" science of education " till well into the present century, but there 
were many and varied educational movements. The need and advan- 
tage of education were appreciated. A glance at the colonial records 
will confirm this. The ways and means may cause a smile to-day, but 
they were the best which could be then devised, and they accomplished 
in very many cases their object. If fewer branches were taught, great 



'The Life of President Stiles, by Abiel Holmes, pp.68. 



20 HISTORY OF illGHER EDUCATION IN RHODE ISLAND. 

thorongliiu'ss was gained. One extract from the records will show th> 
sentiment regardiiij;' higher education: 

In 1G90 II tract of laiul in tho town of Kingstou was couveyed to Harvard Cr-- 
lege for and towards tho 8iii)p()rt and education at the said college of those 
youths whose parents were not of sufficient ability to maintain them. In 1716 a 
gift of £oO for tho college in Connecticut was made by .Tahliel lUentou, of Newport. 
In spite of what Rhode Island had to contend against in her settlement and govern- 
uieut, there wei'e schools of all kinds, although no uniform organizt'd system. 

The early schools were selector private schools, although movements 
for free schools were very early made, but the time had not come for 
them. An advertisement from the Xewport ^[ercury of May 22, 1759, 
will show the character of one of them : 

John Sims, schoolmaster in the town school, teacheth reading and writing, arith- 
metic, both vulgar and decimal, geometry, trigonometry, and navigation, with several 
other branches of mathematics. He proposes to open a separate school on the first 
Wednesday of .lune next, to continue the summer season, beginning at half after six 
o'clock and concluding at eight, and in the afternooti (each day except Thursday and 
Saturday) from live till half after six. for the instruction of young ladies in writing 
and ai'ithmetic. As ho endeavours to study the genius of his scholars, whether of 
exalted or inferior capacities, and conducts himself accordingly, he hopes to receive 
the greater encouragement. 

Another notice from the same paper, under the date of December 19, 
1758, states- 

Sarah Osborne, schoohuistress in Newport, proposes to keep a boarding school. 
Any person desirous of sending children may be accommodated and have them 
instructed in reading, writing, plain work, embroidering, tent stitch, samplers, etc., 
on reasonable terms. 

Another school appears to have given more attention to a commercial 
training: 

Thomas GrT'ecne, in Barrister's row, hereby informs tho public that ho proposes to 
open a school the fust Monday in May. to teach reading, writing, arithmetic, and 
merchants' accounts — the Italian method — and as he don't incline to undertake for 
more than twenty (besides a very few small readers), they that favor him scholars 
may depend on their being taught with the greatest alaci'ity. He has, as usual, an 
assortment of English goods, &c., at a re.asonable rate. 

Newport, April 14, 1766. 

The notices of these schools vrere taken from advertisements in the 
papers of that time. There were in addition other kinds of schools — 
for vocal and instrumental music and for dancing. French was gen- 
erally taught by the masters of dancing schools. 

SUPPORT OF SCHOOLS. 

The schools were supported in various ways. A favorite method of 
raising money for nearly everything was by lottery, the public senti- 
ment then being dirterent from what it is now. The following notice 
in the Mercury for October 5, 17G7, will illustrate this method : 

Scheme of a lottery granted by the general assembly of the colony of Rhode 
Island, &c., for raising £150 lawful money, to be api)licd towards finishing theiiar- 
sonage house btdongiug to the Baptist C'hurc . in Warren and rendering it com- 



COLONIAL AND LATER EDUCATION. 21 

modions for the reception of the pupils wiio are or who shall be placed there for a 
liberal education. * * * It is hoped that the extraordinary expense of that 
iiifiiiit society in building a now meetinghouse and i)arsonage house, as far as the 
building is advanced, together with the immediate necessity of room for the 
pupils under the care of the Kev. Mr. Manning, and the great encourage- 
ment for the adventurers, there being but little better than two blanks to a prize, 
will induce those who wish well to the design speedily to }mrchase the tickets. 

Another means of support for the schools was the income from the 
school lands. 

t^UAKTEH MEETINCi, J^jHl 17, 1709. 

Mr. William Gilbert being cho.sen schoolmaster for ye town of Newport, and pro- 
posing that upon conditions the quarter meeting graut him the benefit of the 
eclidol land, viz., the chamber and sellar and the jirofit arising from ye school land 
in this part of the town, and sonui conveniency for keeping of iire in the winter 
season, he is willing to teach school for the year ensuing, and to begin the second 
Monday in May next, voatedand allowed an act of the quarter meeting. 

Tuition also defrayed some of the charges. At the fourth meeting 
held in Bristol, September 7, 1G82, it was voted "that each person that 
hath children in town ready to go to school shall pay 3(Z., the week 
for each child's schooling to a schoolmaster, and the town by rate, 
according to each rateable estate, shall make the wages amount to 
twenty-four pounds the year." lu the same town a source of revenue 
was acquired from allowing certain persons to keep houses of enter- 
tainment, on condition of their paying sums of money for the benefit 
of the school. The licenses varied from 21.9. to £4. 

Yet again in 1729 the schoolmaster was instructed to receive from 
each scholar As., or in default of the money, which was not always easily 
obtained, its value in firewood. The money tlius raised was called 
"wood money." Payments in kind were often received, the latter 
being one of the various commutations. 

SCHOOLHOUSES AND ROOMS. 

From various places descriptions of the school buildings and rooms 
have been gathered. 

Rooms occupied for school purposes for the common grades were some vacant car- 
penter's shop, some spare room in an old dwelling house, or, if you will indulge 
credulity, some unoccupied barn with a stove pipe chimney. 

Schoolrooms in those days were unique and curious to the refined taste. 
The old stone chimney, with a fireplace 6 or 8 feet wide and stone 
andirons, with a glowing fire made of oak or walnut wood, the cross- 
legged table and the long writing desks on two or three sides of the 
room, the benches of sawmill slabs and round legs with the bark on, 
are true emblems of " ye olden time." 

Kound the walls of the room, on three sides, wide boards were fastened at a suit- 
able height and inclination for waiting desks, in front of which seats, usually made 
of slabs or plank, were placed. The rooms were sometimes ceiled, but rarely, if ever, 
plastered. The huge fireplace and numerous cracks served for ventilation. 

At first private schools were kept in unoccupied rooms of dwelling houses, accom- 
modated with rude fixtures not the most convenient. Within the bare walls oi 
those cold but well-ventilated schoolrooms were gathered the cliildreu, the youth, 



22 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

ami till' riill-ixrown yonnj;- nicii iiiul wtmuMi witli tlicir Tostaments, nillworth's Spell- 
ing Hook .and Arithmetic, Murray's Third Part, slato and pencil, and two sheets of 
foolsi-a)), goose (inill, and ink blotter. 

Tiie schools were often very crowded and very uncomfortably seated. Stoves were 
unknown, and, as a consequence, the huge chimney, with its broad lirt-placo, insured 
the best of ventilation, thus furnishing the sturdy boys of the olden time an abun- 
dance of i>uro air. 

With reference to book.s, witli which the schoolroom of the day is so 
well furnished : 

Hut few books were to be olitained. Indeed, the spelling book was nearly the only 
kind of printed book known to the schoolroom in eaiiy times. This contained, in 
addition to the lessons in spelling, lessons in reading. Usually no printed text-book 
on the science of arithmetic was used. The nuister had what was called his "cipher- 
ing book.'' This was in manuscript — a copy of some other master's book. Probably 
originally it was a copy of a i)rinted text-book on the subject, with the addition of 
the solutions of the problems. The scholars copied the delinitions and rules. Usu- 
ally the master wrote the problems in the books and then the learners solved them, 
if able, and copied the solutions into their l)ooks. Fractious wore omitted as being 
useless. Mucli stress was placed on the " rule of three,'' especially what was called 
the "double rule of three." For writing the scholars u.sed loose sheets of paper or 
a number of sheets stitched together. Copies were written by the masters, some of 
whom have loft proof in this form of wonderful oaligraphy. 

(yhanning, in his Early Recollections of Newport, relates the following 
incident rej;arding' Webster's Si)elling' Book: 

William Cobbett, a renowned satirist of the day, publi.shed in one of his political 
essays a last will and testament, which contain^ the following item: 

I give and be<iueathe to Noah Webster the sum of lifteen Spanish milled dollars, 
to en.ible him, the said Noah, to procure a new engraved lik(>uess of himself for hia 
spelling book, that children may no longer be frightened from their studies; with 
this special proviso, that he omits the usual addendum t)f esq. from his name. 

To the educator of the present day the old ideas of disciplinci seem 
stranj>e, yet they were effective in cultivating- a spirit of reverence for 
authority, and the youth of those days were not very deficient in 
courtesy and politeness. Ueuarding- the discipline of the schools U. 
G. Chanuing says: 

On the rostrum were two or three chairs for distinguished visitors and a small 

desk for the master, on which reposred, not often, a punctured ferule, surmounted 

by an unpleasant-looking cow skin. So exceedingly disagreeable were the daily 

ministrations of these instruments of instruction that every method was adopted 

for their destruction. But tlie master was more than a match for our organ of 

destrnctiveuess. It certainly was not the prototype of the school at Rugby, where 

Dr. Arnold ruled successfully without making any of the distinguishing marks 

which characterized my pupilage. Exhibitions of authority constituted day by 

day a series of domestic tableaux. The discipline of the school was in accordance 

with the government of the home. It was arbitrary, with rare exceptions, in the 

extreme. The fertile and cow skin were almost deified. Apologies increased rather 

than abated the swellings of the hand and the wales upon the back. An appeal to 

parents was of no more avail than beating the air. The severe discipline was not 

interfered with by the clergy, for in their day they had to run the gauntlet; and 

as the men, and even the boys, of that age were notoriously addicted to swearing. 

drinking, gambling, and other vii;es, it Avas deemed necessary to subdue these evils 

by blows. No faith existed, then, in moral suasion.' 

• - " 

' Early Recollections of Newport, R. I., by Rev. George G. Chanuing. 



COLONIAL AND LATEE EDUCATION. 23 

Slow Educational Development. 
ciiuRcii and state. 

Ill the colony of Rliode Island the attention that was given to educa- 
tion was not so definite nor so early as in tlie sister colonies. Harvard 
was founded in 1038, Yale in 1702, while lihode Island College, later 
Brown University, was established in 1764. But while this fact may 
be regretted on some accounts, that early period was schooling the 
colonists in independency and in true fraternity. Although the colon- 
ists were not skilled in the text-books of the schools, the Bible, spelling 
book, and primer, and an ability to use " the rule of three" — a training 
then sufficient for a business man — yet they firmly maintained their 
rights against royal and colonial encroachments. 

It might seem that religious freedom would be advantageous to a 
system of education, but it was not. Among the Puritans there was 
the close union of church and state. When their religion was estab- 
lished the clergy who were in civic power gave their attention to edu- 
cation, and the educational system became the care of the authorities. 
In the (;olony of Rhode Island, with her aversion to anything like an 
establishment, the need of a system of education was not felt so keenly. 
The entire religious freedom wiiich prevailed in this colony brought in 
many settlers, because freedom in matters of conscience was extended 
not only to Christians but to all others of whatever belief. 

The liberal Haptist, denying any myurtal power over the immortal mind ; the benign 
Quaker, seeking only to be guided ny " the inner light ;" the mystical Gortonist, 
merging his humanity in the divine essence. — these had framed and founded the insti- 
tutions of a State upon ])rinciples broad euougii to embrace the whole human family 
as the children of one common Father. The polished Episcopalian and the zealous 
Puritan, each claiming in his dispatches to be " the true Ohurch," speedily followed 
to occupy a Held at once so novel and so inviting. Each learned something he had 
never known before, and all were improved by the mutual contact; so that even 
Mather, a quarter of a century later than his previous denuniciation, after having 
himself assisted at the ordination of a Baptist clergyman in Boston, writes in a let- 
ter to Lord Barriugton, describing, although not .acknowledging, the progress of 
Khode Island principles, that " C'alvinists with Lutherans, Presbyterians with Epis- 
copalians, Pedobaptists with Anabaptists, beholding one another to fear God and 
■work righteousness, do with delight sit down together at the same table of the 
Lord.= 

Chuich and state were separated. In other colonies appropriations 
were made for schools and churches. In the year 1650 public educa- 
tion was compulsory in every other colony in Xew England. On 
account of the doctrine of sei)aration in Khode Island, large numbers 
of the ministers were without any special training; in fact, the founda- 
tion of the college Avas in order that members of the Baptist denomina- 
tion might have an institution where a liberal education con Id be 
acquired. Children grew up without the opportunities of securing an 



' Aruoltl, vol. ii, p. HH. 



24 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

education, ovoii if tlieir parents had sufficient means to furnish it to them. 
Neither the town nor colony made any provision for public schools. 
This situation was but the logical outcome of the doctrine of the set- 
tlers of the State, who believed in the rigid separation of the civil and 
religious functions in administration. The experiment which was here 
trietl was of benetit to the country, but of injury to the early life of the 
colony. How great was the religious freedom the following extract 
from the charter will show: 

Our royul will and pleasure is that uo person within the said colony at any tiuio 
hereafter shall be any wise molested, punished, disquieted, or called in question lor 
any ditVereuces in opinion in matters of religion, and do not actually disturb the civil 
l)eace of the said colony; but that all and every person and persons may, from time 
to time and at all tinu^s hereafter, freely and fully have and enjoy his and their own 
judgments and consciences in matters of religious concernments throughout the tract 
of laud hereafter mentioned, they behaving thcmsehes peaceably and quietly, and 
not using this liberty to licentiousness and profanoness, nor to the civil injury or 
ontwai'd disturbance of others: any law, statute, or clause therein contained, or to 
be contained, usage or custom of this realm to the contrary hereof in any wise not- 
withstanding. 

BOUINDARY DISPUTES. 

A second reason for thenon-establislnuent of a public-school system 
was the dispute concerning the boundary between Rhode Island and 
the neighboring colonies. The prinei[)les and ideas of the colonj' in 
Rhode Island were new to the others, and the hostility of her neigh- 
bors was aroused. Before education could receive the necessary atten- 
tion, colonial life was to be maintained^nd the encroachments of her 
neighbors warded off. Not till 174(5 was the grant made by the royal 
charter settled. The geographical knowledge of the day was crude. 
The location of this colony was described as in the '' West Indies in 
America." 

Disputes concerning the boundary were of frequent occurrence in the 
colonies. These arose from conflicting patents granted by the sover- 
eign and various boundaries as prescribed in successive charters. The 
ignorance of the geography of the colonies Mill account for the mistakes 
in defining boundaries. Another fruitful source of dispute was the 
ambiguity and vagueness of the grants received from the natives. In 
some eases the uncertainty arose from the difficulty of communication 
between the parties and in others from design. In either case the 
jealousy and distrust of the natives were aroused and the colonists 
were kept in constant alarm. In addition to the quarrels with the 
natives, bickerings and disputes as to title arose with the adjoining 
colonies, and disturbed the peace of the settlements. Disputes with 
the natives could generally be settled by appeal to the sovereign from 
whom the grants were made, because they were questions of jurisdic- 
tion, but disputes between the colonists, involving individual interest 
and private feeling, were more bitter and continuous. 



COLONIAL AND LATER EDUCATION. 25 

PLANTER LIFE. 

Another reason why the development of education was slow was the 
character of the settlements in the southern part of the State. The 
section of land adjoining the west shore of the bay was productive, 
and was owned in large plantations by wealthy proprietors. They 
were gentlemen of leisure and were the most cultivated and educated 
among the colonists. Many of them had, for that day, large and 
extensive private libraries. These planters had the pleasure and profit 
of intercourse with each other. But the people in the interior and 
more western part of the State were scattered, the means of commuui- 
cation were poor, and they enjoyed but few of the comforts and luxu- 
ries of life. The centers of communication and information were the 
villages, for there were no towns. The opportunities for the inhab- 
itants to add to their knowledge were those which came from the 
religious and town meetings and the county courts. Even the vil- 
lages were few in number in the western part of the State at that 
time, and nearly all of the present day are of recent growth and the 
result of manufacturing interests.^ 

The religious freedom, disputes concerning the boundary, and the 
planter life in the "western part of the State were the chief reasons 
for the slow growth of a sy^item of education. 

Public-School System. 
Early methods. 

The adoption of a free i)ublic-school system by the State was late, 
but provisions for education by the towns were early. There were a 
few private schools of high grade, but the characteristics of the greater 
part of these schools have been described in the section on colonial 
education. The reasons have been given why the educational develop- 
ment of the State was so slow. The first provision for education was 
made by the colony August 20, 1640, in Newport. It was voted "that 
one hundred acres should be laid forth and appropriated for a school, 
for encouragement of the pooier sort, to train up their youth in learn- 
ing." 

Public education in Newport continued till 1774, when from that time 
till about half a century later no school was supported by the income 
from the school land. 

efforts OF THE PROPRIETORS. 

In Providence, May, 16G3, the proprietors passed this order with 
reference to public education : 

It is agreed by this present assembly that oue hundred acres upland and six acres 
of meadow (or lowhind to the quantity of eight acres in lieu of meadow) shall be 
laid out within the bounds of this town of Providence; the which land shall be 
reserved for the maintenance of a school in this town and shall be called by the 
name of the school lands of Providence. 



'An address by E. R. Potter before the Rhode Island Historical Society, February 
19, 1851. 



26 IllsroiiV OF IIKJIIKK KDUCATION JN RHODE ISLAND. 

'I'licrc were iilso simmIIci' schools siippoitcd by jdivatc cliwrily. A 
school ill Ncwpoil was cslahlislicd by Nathaniel Kay, to '' teach t«*u 
])oor boys their i;iaiiiiiiar and the mathematics <iiatis." 

Mr. 10. Tievett announced in the Newport Mer<Mii\v in 1S07 Ihat lio 
"will fi'ratnitously t(>ach as many ]>oor cliildien as lie can attend in the 
{Slate Ilonsc a l"ew hours in the moi-niiif;'." 'i'he "Female H(uiev()Ient 
Sotriety" announced (hat a t(MV childr(Mi (;onld be admitted into their 
school, in IHOS tlie "Atrican lU'iievolent Society "opcMied a school, tlio 
object of which was the '" free instruction oC all the ccdored people of 
this town who are inclined to attend." 

The Sunday school, in its early days, was an element in secular 
inslrnction. These ellbrts for (Mlucation outside of what, was done by 
the State kept the matter (»f State action tor public schools bel'ore the 
community. 

We retraccour steps totliey<>ar 17(17 in Pro\ idence. ^Vt that time the 
town madi'. a \ ij^orous (^Ifort I'or free public schools. A proposition was 
made to build four schoolhouses and place the control of the schools in 
the hands of a committei^. Accordingly two committees were chosen, 
one to supervise tlu^ construction of the buildinji;s and the other to pro- 
^■id<' for the };()\ernment of the schools. Tlu^ reports on this nuitter 
weu' both rejected, but the report of these(;ond committt;e was in writ- 
in<4' and shows the desi<»n of those who were interested in the free pub- 
lic schools. At the beginning' of the re|)ort it was stated: 

'V\u- ('(liu^iilioii ()l" voiitli, Ix'hif;' a tliiuj; of IIk* lii-st miportaiUHi to cvin.x isoi-ioty, ;<rt 
tli(r('l)y tlu^ minds of (lie lisiii;;- {••cutTiitioii -Mr t'ormcd to virtno, kno\vlo(l<>;o, and nsii- 
fiil li((M'!itiir(\ iind a succession of al>l« iiiid iistd'nl iihmi iO'o ])ro(hico(l with 8uital)lo 
(]ii:ililic;itioii for s(M'\ iii^- l.lit*ir country with ahility and Caitlibilnosa ; and institu- 
tions of (iiis n.ilun* aro tlio inoro useful l)y how niucii t-lio uiore liheral and fr<<e tlio 
onJoyiiuMit of tll(^^l is, etc. 

(lood ami suHicient masters were to be aui)plied to the schools by 
the town; (ii'ewoo<l also was to be |>rovide(l at the expense of tlu^ town. 
Every inhabitant of the town was to (MiJ(>y thee<puil right and privilege 
of siMiding his children to the school. The scholars must have learned 
their letteis ami have acipiired sonu' knowledge of s])elling before they 
were to be admitted to the smallei' schools. Vov admission to the 
larger school they must have gained considerable knowledge in read- 
ing and writing. The rest of the rei»ort concerned the duties of the 
teachers and (he gov(M-ninent of tlu^ schools. A<'comi)anying this 
repoi't, which had been drawn up by ()o\'ernor liowen, was a memoran- 
dum mad«^ by Moses ilrown: 

ITdS. Laid htdbro tlit< town l>y (he coiuiui(lc(>, hut a uuuil)t>r of (lie inhaldlants 
(what 18 most surjuisinj;" and n<marlvarl)h>, tlio plan of a frc<i school, snpporttMl l>y a 
tax, was ^c.i«^(•lcd hy the ])oor(M- sort (d" (h<^ i)(>o]>lo). l>einin strauyoly hnl away not to 
HOC tlndr own lis wi'll ;is tlio piihlic intorosta thoroin (hy a fow objoctora at (irst), 
either hcc;ius«> I lioy were lud ( lu' i)roiectors or liad not i)nblir spirit to oxecntoHO 
hiud,il)li' a d(isi<:;n, :iiid w lucli was first vidod hy the town with jjreat I'reodoui. M. H. 



COLUiNlAL AND LATER EDUCATION. 27 

At tliis time in Piovideiu;o tlicic. weie lOH lioiisi's, iind lU 1 inliabitants 
(incliiding' 18J) children betwcuiii tiie aji'es of 5 iiiid 14) on tin; west 
side of tlie river. 

By the rejection of the report of tlui coniinittise the action of the 
meeting was repealed. However, one schoolhouse was built by the 
town and by individuals, the town having the control of the lower 
story. This state of affairs continued till 1785, when a committee, 
chosen to draw up a plan of education, reported: 

TLey have eudeuvorcd to siigjj;o8t some gouoral outliucs loi- tho regulation of 
schools as they are uow siipportoil by individuals, but are of opinion that no ed'cc- 
tuiil method can bo devised for the encouragement of learning and the goneriil dif- 
fusion of knowledge and virtue among all classes of children and youtli until tlm 
town sliall think proper to take a matter of so much importance into their own 
hands and jirovide and support a sul'licient number of .ju<licious persons for that 
purpose. 

The town took no action at all upon tiiis suggestion, but acccidcd 
Whi[)ple Hall, known as the " First District School House." The town 
was to pay rent for it and keej) it in repair. It :ilso set apart certain 
sums of money for its su[)port, but the outconui of the> arrangement 
was that those attended who could pay the tuition asked by the instruc- 
tors. In 1791 a ]>etition was made for the establishment of fi-ee public 
schools. 

In 17!)5 a resolve was passed to establish " schools for the free edu- 
Ciitiou of the inhabitiuits of the town, and that the expense of the 
same be deliiiyc^d out of the town treasury." Till the year 1800 the reso- 
lutions that were ])assed were excellent, l)ut theii- provisions were not 
carried into effect. 

JOJIN IIOWLAND. 

The i)ublic school system of tluj Stat«; is indebted as mu(;h to .John 
Howlandas toany other man. He was not wealthy or highly educated; 
nor did he occupy an inHuential j)osition in the community. He was 
born in Newport in 17.")7, and at an early age w;is sent to I*roviden(;e 
to be apprenticed to a hairdresser. He served eighteen months in 
the Revolutionary army. A short while after his return to Providence 
lie had a barber sho|) of his own, and it was a favorite resort of the 
towns])eople. Judge Thatcher re(;orded in his diary that he was re<;- 
ommended to go and be sliaved by Mr. Howland as the best i)relimi- 
nary to any im[)ortant inlbrmation on subjects of local history. 

Later he became treasui<^r of the fust savings bunk in Providence. 
He was also at one time president of the Khode Island Historical Society, 
and assisted in the formation of a peace society, of which he was pres- 
ident. He was a member of the Mechanics' Association, and in connec- 
tion with this organization he began to work for a system of free ]>ublic 
schools.' • 



History of Public Education in lihode lsl;iii<l. T. 15. S((>cl<well. 



28 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

The record of this movement is best presented in the words of 
Howlaud liimself : 

In 1789 the Mechanics' Association was formed, and in this body begnu the agi- 
tation that led to the establishment of public schools. When we came together in 
our association we made the discovery of our deficiencies. There were papers to 
be drawn, and various kinds of writing to be done, that few of us were compe- 
tent to execute. Then we began to talk. The question was asked : "Ought not our 
children to have better advantages of education than we have enjoyed?" And the 
answer was "yes." Then it was asked : "How shall these advantages be secured ?" The 
reply was: "We must have better schools." So when we had talked the matter over 
pretty thoroughly among ourselves we began to agitate. As I was something of a 
talker and had practiced writing more than most of my associates, a good deal of 
this work fell to my lot, and I was very willing to do it, because I felt and saw its 
importance. So I wrote a number of pieces for the newspaper and induced others to 
do the same. I prevailed^ however, with only one, Grinall Reynolds. He felt as I 
did about the matter, and wrote a piece for the Gazette in favor of schools. We 
had, indeed, the good will of many educated, men. We met no opposition from 
the wealthy, but they, having the advantages for their sons and daughters that 
wealth can always procure, did not feel as we poor mechanics did. They were not 
active. In this beginning of the movement they seemed willing to follow, but 
were unwilling to lead the way. It is a curious fact that throughout the whole 
work it was the most unpopular with the common people and met with the most 
opposition from the class it was designed to benefit. I supjioso this was one reason 
why the most influential citizens did not take hold of it heartily in the beginning. 
They thought its success doubtful and did not wish, in a public way, to commit 
themselves to an enterprise that would curtail their popularity and influence. This 
was not the case with all, but it was so with many. 

The more we discussed the subject the greater became its importance in onreyes_ 
After a good deal of consultation and discussion we got the Mechanics' Association 
to move in the matter. This was an important point gained, and an encouragement 
to persevere. A committee was chosen to take up the subject. Of this committee 
1 was a member. They met at my house, and after mature deliberation it was 
resolved to address the general assembly. I told them that as neither of us were 
qualified to draw up a paper suitable to go before that body, we had better write a 
petition embodying our individual views and bring it to the next meeting. Out of 
these mutual contributions we could prepare a jietition that would do. This was 
agreed to, and the committee separated. When we next met it was found that but 
two had written according to previous recommendation. These were by William 
Richmond and myself. Richmond then read his. It was in the usual petition style, 
endiug " as in duty bound we will ever pray." I told the committee I did not like 
the doctrine of that paper. It was too humble in tone. I did not believe in peti- 
tioning legislators to do their duty. We ought, on the contrary, in addressing that 
body, to assume a tone of confidence; that with the case fairly stated they would 
decide wisely and justly for the rising generation. I then took out my memorial 
and read it. It was not in the shape of an humble petition. It expressed briefly 
our destitution and the great importance of establishing free schools to supply it. 
It received the approbation of the comuiittee and was adopted. This memorial was 
presented to the general assembly in the name of our association. It was there 
warmly debated, and after pretty severe opposition the assembly referred the whole 
subject to a committee, with directions to report by bill. This bill, embodying a 
general school system, was drawn up by James Burrill, jr., attorney-general of Rhode 
Island. I was with him all the while, and he readily compli^l with my suggestions.^ 

'Life and Recollections of John Howland, late president of the Rhode Island His- 
torical Society, by Edwin M. Stone, pp. 138 et seq. 



COLONIAL AND LATER EDUCATION. 29 

PETITION OF THE MECHANICS' ASSOCIATION. 

This memorial stated that at present the means of education were 
very inadequate and what should be pro^■ided by the State was left 
to the exertions of individuals. The supply fell far short of the 
demand. Appreciation on the part of the association was expressed 
for the chartered privileges of their own corporation, and they peti- 
tioned the assembly that jirovision might be made for the establish- 
ment of a system of free public schools. This they urged in order 
that the youth who were pressing forward to take their places as 
active citizens might have the means of gaining an education. The 
petitioners hoped that their occupation as mechanics and manufac- 
turers would not prevent them from adding to these reasons the fact 
that liberty and security under a republican form of government 
depend on a general diffusion of knowledge among the people. This 
I^etition was signed by a committee of eight. 

This subject was referred by the assembly to a committee, and in 
1800 an act establishing free schools became a law. This act pro- 
vided that each town in the State should establish annually, at the 
expense of the town, one or more free schools for the instruction of 
all the white inhabitants of the town between the ages of 6 and 
20. Reading, writing, and common arithmetic were to be taught to 
all who "may stand in need of such instruction and apply there- 
for." The remaining sections, eleven in number, provide for the main- 
tenance and the government of the schools that may be established. 

The law met with great opposition and was repealed in a few years. 
From the newspapers, there seems to have been no hint of the spe- 
cial influences which brought about the repeal. In 1801 instructions 
from several towns were read against the school bill and occasioned 
a motion for its repeal. It was referred to a committee, who were to 
report an amended bill at the next session. No such bill appears to 
have been passed; the whole measure was defeated by simple non- 
enforcement, and the law was repealed at the February session, 1803. 

PROVIDENCE SCHOOLS. 

Providence was the only town which had ever carried it into effect. 
But as the Providence schools have been sustained ever since under 
the organization thus begun, and as the whole State was afterwards 
brought under a system essentially identical with that proposed by Mr. 
Howland, he may justly be called the founder of the public-school sys- 
tem of the State. 

Four schools were opened in Providence on the last Monday in Octo- 
ber, 1800. The number of scholars was beyond anticipation, and a 
fifth school was soon opened. For twelve years, however, the Avhole 
attendance rarely exceeded 800. The four original schools had each 
a master, with a salary of $500, and an usher, who was paid S2U0. 



30 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

REVIVAL OF PUBLIC vSClIOOLS. 

The second movement for a State system of i)ul)lic schools began by 
the passage of a resolution in 1820 by the assembly, " calling on the 
several towns for information on the snbject of public schools." Scarcely 
any town had any information to give. Tliis same year the importance 
of public education was urged by the press of Providence and New- 
port. Another committee was appointed "to prepare and report a bill 
establishing free schools." No report was made and the impulse died 
away. Later tliere was a local movement in Newport, and various 
schemes were suggested to make the education a State matter. In 
1827 Mr. Joseph L. Tillinghast, of Providence, was the leader in urging 
free scliools ui)on the assembly. The subject was first introduced by 
memorials from Smithfield, Chimberland, Johnson, East Greenwich, and 
other towns. The bill of this year was passed in 1828, nearly unani- 
mously. 

This act of 1828 is the foundation of the present school system of 
the State. When this law went into operation the schools had been 
detached and isolated, dependent wholly on the degree of enlightenment 
or energy prevailing in a particular town. Now they were to be part 
of a State system. There were various modifications of the school laws 
till they were codified in 1839. 

HENRY EARNARD. 

In 1813 Henry Barnard was appointed to take charge of the public- 
school system, and this was considered as the most important step yet 
taken in the history of the schools. So great was the confidence felt 
in Mr. Barnard, that the school legislation of the State was virtually 
placed in his hands, and he was instructed by the assembly to pre])are 
and ])resent the draft of a school law which should cover the w.hole 
ground of existing statutes. This law was passed June 27, 1845. He 
was very efficient in inspecting and reorganizing the whole school sys- 
tem. He remained in office five years, retiring in 1849 on account of 
failing health. The testimonial presented him by the teachers of the 
State, on his retirement, gives the best summary of what he did for 
the State in his system of public schools: 

Of tlio extent of your labors in i)iei)ariu<f the way for a thorough reorgaiiizatioa 
of our system of public schools, aud in enconnteriug- successfully the many ditilicul- 
ties incident to the working of a new system, few of ns can probaltly be aware. 
But we can speak from a personal knowledge of the value of the teachers' institutes 
which have, from time to time, been held by your api)oiutment, aud provided (too 
often, we fear, at your expense) with skillful and experienced instructors and prac- 
tical lecturers; and of the many books and pamphlets on education and teaching 
■which you have scattered broadcast over the State. We can speak, too, of what the 
teachers of the State know from daily observation — many of them from happy expe- 
rience — of the great change, nay, revolution, which you have wrought in our school 
architecture, by which old, dilapidated, and unsightly district schoidhouses have 
given way for the many new, attractive, commodious, and healthy edifices which 



COLONIAL AND LATER EDUCATION. 31 

now adorn our hills and valleys. Vfc have seen, too, and felt the benefits of the 
more numerous aud regular attendance of scholars, of the uniformity ot text-books, 
the more vigilant supervisiou of school committees, and the more lively aud intelli- 
gent interest and cooperation of parents in our labors, which have been brought about 
mainly by your efforts. The fruits of your labors may also be seen in the courses of 
popular lectures, which are now. being held, and in the well-selected town, village, 
and district libraries, which you have assisted -in establishing, and which are 
already scattering their life-giving influence through our beloved State. 

Mr. Barnard was succeeded by Hou. Elisba R. Potter, who ranks 
second to his predecessor only in the quantity of his labors, not their 
quality. His legal experience was of the greatest value in codifying 
the sciiool laws of the State; laws which he, on the bench, was after- 
wards able to expound and apply with authority. In 18,50 he recom- 
mended a board of education, and was a persistent advocate of a nor- 
mal school, which was established in that same year. Another service 
rendered by him was the discussion and elucidation of the religious 
question in public schools. Succeeding him were Rev. Robert Allyn, 
from 1854 to 1857; John Kingsbury, 1857-1859; Dr. Joshua B. Ohapin, 
1859-1801 and from 18G3-18(>9; Henry Rousmaniere, 1861-1 8G3; Hon. 
T. W, Bicknell, 1809-1875; Hon. T. B. Stock well, 1875 till the preseiv: 
time, 



PART II. 
ACADEMIES AXD PREPARATORY SCHOOLS. 

INTRODUCTOKY. 

The educatioual j)hases of the academy in ]^ew England within the 
last century and a half are varied. There are nearly as many grades 
as there are academies. The lowest in grade are merely district schools, 
teaching the "three R's," while the highest are preparatory schools for 
the colleges of New England, and in some cases take their students as 
far as the studies of the freshman year. Yet academies of the low- 
est grade were by no means a small factor in the educational growth. 
Scattered throughout the sparse and rugged settlements, they otfered 
tlie only means for instruction that could be then obtained. They were 
powerful in character building and in furnishing many a man for the 
struggle of daily toil, so that when he had gained a position where he 
could look back, it was the old academy that he thanked for his start. 
These institutions were as altars, small and with few attendants, yet 
with the fire from the prytan^um jealously guarded, till by constancy 
and devotion schools became shrines to which came boys from distant 
homes. In more than one instance an academy which to day is doing 
preparatory work for college, at first was very unpretending. Tlien, 
too, in those days, when the helps to knowledge were few, when the 
student retained what he mastered because he had to work for it, what 
little was offered was thorough, and a desire was created for something 
more. The lives of many of the self-taught men of the early decades of 
this century will demonstrate this. The early days of academies were 
not days of wealth. The erection of these buildings represented self- 
sacrifice and a firm belief in the advantages of education. This fact 
finds repetition in the preamble to many of the charters, iu which there 
is recognition of the blessings of education, not only to the immediate 
vicinity, but also to the Government. As contributory rills to the great 
stream of collegiate instruction all these smaller institutions are 
important. In education nothing is small, for often an idea or an impulse 
is imj)lanted in the mind of someone so that he is the means of placing 
within the grasp of others those advantages from which he himself was 
debarred. 

Between the years 1790 and ISOo as many as 19 institutions of learn- 
ing received charters from the assembly. Charters were granted to 
an academy, a seminary, an academy company, an institute, a school 
1123 R I 3 33 



34 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

society, a collegiate institute, and a school association. Siu^b were some 
of the institutious which made application for charters, as they appear 
on the records of the assembly. Some advanced no fartlier than the 
clmrter; others made a creditable beginning; while a few existed for 
such a period that a more detailed account is fitting. There was only 
one college in the State — Tihode Island College. While there were all 
grades in the schools and academies, yet each was a center of educa- 
tion which fulfilled the demands of that locality. At Wickford in the 
days of commercial activity there was a demand for instrnction iu 
navigation, and tliat was taught at the academy. If it appears that 
their teaching was very rudimentary, these academies should not be 
despised. Their existence showed that the community felt the need of 
educational advantages, and some of them developed into institutions 
affording opi>ortunity for the student to pursue studies taught in the 
freshman class of our colleges. A great amount of good was accom- 
plished by the moral influence of these schools through the strong 
personality exerted by the teachers. There were not many aids to 
the student and the text-books were limited in variety, so that an edu- 
cation was attained only by hard work. The teacher had an intimate 
knowledge of his subject and could exert his influence for the best in- 
terests of the scholar. 

In a history of education every institution of learning has its value, 
but the institutions of higher education will be especially described in 
this monograph. 

UNIVERSITY GRAMMAR SCHOOL. 

The University Grammar School may be said to have been the germ of 
the college. It was opened by Manning in the spring previous to the 
first meeting of the college corporation in Warren in 1704. It was a 
Latin school under his charge, and it was his purpose to make the 
school serve as the basis for collegiate instruction. In 1770 the school 
was removed to Providence and held iu one of the rooms of the brick 
schoolhouse. In 1772, at the completion of University Hall, the school 
was placed in one of the rooms. No early records of the school had 
been kept, and all the notices of the school are supplied by the news- 
papers. The following is the first notice in the local paper for 1772: 

Whereas several gentlemen have re<| nested me to take and educate their sous, this 
may inform them, and others disposed to put their children under my care, that 
the Latin school is now removed and set up m the college edifice, where proper 
attention shall he given, by a master duly qualiiied, and those found to be the most 
effectual methods to obtain a competent knowledge of grammar steadily pursued. 
At the same time spelling, reading, and speaking English with propriety will be 
particularly attended to. Any who choose their sous should board iu commons may 
be accommodated at the same rate with the students, six shillings per week being 
the price. And I flatter myself tiiat such attention will be paid to their learning 
and morals as will entirely satisfy all who send their children. All books for the 
school, as well as the classical authors .read iu college, may he had. at tbe lowest 
rate, of the subscriber. 

Jamk.s Manning- 
Providence, July 10, 1772. 



ACADEMIES AND PREPARATORY SCHOOLS. 35 

The early accounts of tlie school are meager, but Mauuiug wrote to 
a friend in 1773 that the Latin school under his care had about 20 
boys. The next public noti<'e of the school appeared in the Gazette of 
1776: 

A grammar school was opened in the schoolroom within the college edifice on 
Monday, the 11th instant, in which the same mode of teaching the learned languages 
is pursued which has given such great satisfaction to the inhabitants of this town. 
The scholars are also instructed in spelling, reading, and speaking the English lan- 
guage with propriety, as well as in writing and arithmetic, such part of their time 
as their parents or guardians direct. 

College Libuary, March 22, 1116. 

In 1786 the school was removed to the brick schoolhouse and was in 
charge of Mr. Wilkinson till 1792. He was considered a successful 
teacher. His advertisement states the object of the school and the 
price of tuition : 

William Wilkinson informs the public that, by the advice of the school commit- 
tee, he proposes removing his school from the college edifice on Monday next to the 
brick schoolhouse; and, sensible of the many advantages resulting from a proper 
method of instruction in the English language, he has, by the committee's approba- 
tion, associated with him Mr. Asa Learned as an English instructor. Those gentle- 
men and ladies who may wish to employ them in the several branches of the Greek, 
Latin, and English languages taught grammatically, arithmetic, and writing may 
depend on the utmost attention being paid to their children. Greek and Latin at 
24 shillings i)er quarter; English at 16 shillings. 

Wilkinson and Learned. 

Pkoa'idence, Octoher 20, 178G. 

From 1786 till 1791 the school seems to have been independent of 
the college. In 1791 the corporation voted to secure the school 
again : 

VoUd, That the president use his intluence and endeavor to establish a grammar 
school in this town as an appendage to this college, to be under the immediate visi- 
tation of the president and the general inspection of the town's school committee, 
and that the president also procure a suitable master for such school. 

The school was again opened, and the next notice appears in 1809 : 

Voted, That a suitable building in which to keep a grammar school be erected on 
the college lands, provided a sum sufficient to defray the expense of erecting said 
building can be raised by subscription ; that said school be under the management 
and control of the president of the college, and that Thomas P. Ives, Moses Lippitt, 
and Thomas Lloyd Halsey, esqs., l)e a committee to raise said sum and cause said 
building to be erected, and that they erect the same on the west line of the steward's 
garden. 41 

Voted, That the president be authorized to procure a master to teach the grammar 
school ordered at this meeting, and that if a sufficient sum be not raised from the 
scholars to pay the salary of the master the deficiency be paid out of the funds of 
this University. 

Accordingly subscriptions were solicited and the sum of about $1,500 
secured. This money was raised chiefly among the citizens of the 
town. The building was erected on the corner opposite the president's 
house. An early catalogue mentions an instructor for 1824, but from 



36 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

tliis time it is uncertain wlietlier or not tlie school was continued 
without interruption. 

In 1845 Merrick Lyon assumed the charge of the school, with an asso- 
ciate, Henry S. Frieze. Mr. Frieze accepted a call to the Latin pro- 
fessorship at Michigan University in 1854, and his place was supplied 
by Emory Lyon. The school continued under theprincipalship of J)rs. 
Merrick and Emory Lyon till the death of the senior principal in 1886. 

Dr. Merrick Lyon had entire charge of the classical department, and 
this school always had a high reputation in the classics. Sixty-three 
premiums offered by the president of the University for excellence in 
preparatory Latin and Greek have been taken by members of this 
school since the i)resent management .was assumed in 1845. 

The catalogue for 1851-'52 mentions the instructors, Merrick Lyon, 
Greek and mathematics; Henry S. Frieze, Latin and modern languages. 
The school numbered 103 students. 

In the English department there are classes in algebra and geometry 
geography, history, and English grammar. In addition to the above 
classes regular provision is also made for those Avho desire to receive 
instruction in natural philosophy, chemistry, astronomy, and survey- 
ing. There are exercises in declamation and English composition once 
a week. The tuition is $12.50 j^er quarter. Students from abroad can 
be boarded in the vicinity of the school at rates varying from $2 to 
$3.50 per week. 

CLASSICAL DEPARTMENT. 

Four classes in Latin and three in Greek are constantly in prepara- 
tion for college. Latin is begun with great advantage by the youngest 
members of the school in connection with the elementary course. 
The Latin classes are daily exercised in the Latin grammar or Latin 
prose composition, while pursuing the study of the Latin reader, and 
of Caisar, Sallust, Virgil and Cicero's select orations. 

The study of the Greek language commences one year after that of 
Latin. The course of reading consists of the Greek reader and selec- 
tions from Xenophon, which are accomj)anied by daily exercises in the 
Greek grammar or Greek prose composition. 

Ancient history and geography and the Greek and Roman mythol 
ogy and anti(]uities are studied in connection with the classical depart- 
ment. 
• The summary in the catalogue for 1852-'53 shows: 

Scholars iu attendance 119 

Past members of the school 235 

Students from this school admitted to Brown University and other colleges.. .. 82 

The summary for the year 1871-'72 gives the following: 

Teachers 18 

Students 1871-72 90 

Students 1845-'70 837 



ACADEMIES AND PREPARATORY SCHOOLS. 37 

That year there were representatives from E-horle Island, Massachu- 
setts, Connecticut, New Jersey, Japan, and Burmah. In a resume of 
the students from 1845 to 1852 there are representatives from Massa- 
chusetts, Connecticut, New York, Ohio, Kentucky, Georgia, Vermont 
New Hampshire, California, North Carolina, New Jersey, Illinois, Mary- 
laud, Alabama, Tennessee, Maine, Pennsylvania, Virginia, Cuba, Wiir- 
temburg, Italy and China. 

COUKSE OF STUDY. 

In 1871 the course of study was more elaborate. The tuition for that 
year was $120 for the older students. 

The course of study in the English and classical department is given 
below. There is also a prejiaratory department. 

ENGLISH DEPARTMENT. 

.First year. — Bradbury's Eaton's Practical Arithmetic, Greene's Introduction to 
English Grammar, geography completed, written exercises in spelling and English 
grammar through the course, Swinton's Outlines of History, French, Monroe's 
Fifth Reader, spelling continued, writing continued. 

Second year. — Arithmetic completed, Wentworth's Elements of Algebra, Greene's 
English Grammar, Warren's Physical Geography, ancient and modern history, 
Cooley's Natural Philosophy, French, reading, spelling continued, writing con- 
tinued. 

Tliird year. — Wentworth's Geometry, Hutchison's Physiology, Collier's English 
Literature, Wayland's Intellectual Philosophy, Hart's Rhetoric, French. 

Fourth year. — Davies's Legendre's Trigonometry, Remseu's Chemistry, English 
literature continued, Wayland's Moral Philosophy, bookkeeping continued, Andrews's 
Constitution of the United States, Lockyer's Astronomy, geology, French, book- 
keeping. 

CLASSICAL DEPARTMENT. 

First year. — Harkness's First Year in Latin, Harkness's Latin Grammar, through 
the course, Harkness's Csesar commenced. 

Second year. — Harkness's First Greek Book, Hadley's Greek Grammar, through 
the course, Boise's Xenophon's Anabasis commenced, C*sar continued. Chase and 
Stuart's Nepos, or Harkness's Sallust's Catiline, Latin composition commenced, read- 
ing at sight, ancient geography. 

Third year. — Xenophon's Anabasis continued, Greek prose composition commenced, 
reading at sight, Harkness's Cicero's Orations, Latin composition continued, read- 
ing at sight, a review of the studies of the second and third years. 

Fourth year. — Anabasis completed. Boise's Homer's Iliad. Greek composition con- 
tinued : Reading at sight. Frieze's Virgil's JEneid, Lincoln's Ovid, or Chase and 
Stuart's Bucolics and Georgics. Harkness's Latin Composition completed to Part 
III: Reading at sight. Baird's Mythology. History of ancient Greece and Rome. 
A review of the studies of the year. 

The above courses of studj^ include all that is usually recjuired for admission to 
college in our country. 

Familiar lectures on the topography, temples, and principal objects of interest in 
and near Rome and Athens. 

Students pursuing the classical course continvie their English studies in the gram- 
mar and high school departments. 

Weekly exercises in composition and declamation are required. 



3<S HISTORY OP HIGHER P^DUCATION TN RHODE TSLAXD. 

Tilt' ixradnates of this srhool are adinittod to Brown IJiiivevsity by r<(rtitic;itp with- 
out examination. 

The school now is in charge of Dr. Emory J^yoii and Edward A. Swain ( Jirown, 
1882), assisted by Herbert A. Rice (Brown, 1889). 

The effect of a well-orgauized literary society when supported by tlie 
students is a good compleiueut to the routine of school work ; at the 
University Grammar School in 1854 the Hope Debating- Society was 
organized. The motto '>f tlie society was Semper surgamus. Its object 
was expressed in the following preamble: " We, the undersigned, desir- 
ous to secure to ourselves the advantages of a practical education 
resolve for the attainment of this object to form an association and 
adopt a '-onstitution." 

Tlie regular meeting was to be held each Friday evening. Tiic coni- 
mittee framing the constitution were Elisha S. Thomas, Arnold Greene, 
Eobert I. Goddard. The active membership included 17 of the stu- 
dents and the honorary membershii) included the faculty of the scliool, 
at that time three in number. 

A second society called the " What Cheer Lyceum," was organized 
December 27, 185G. This society chose for its motto PatienUa et 
perseverantia omnia vuicunt. Tlieir preamble was the same as that 
of the Hope Debating Society. The board of ofticers were Thomas 
T. Caswell, president; Orville A. Barker, vice-i)resident; G. Lyman 
Dwiglit, secretary; James Shimmin, treasurer; John H. Stiness, Rich- 
ard Waterman, 2d, Henry Pearce, prudential committee. The gen- 
eral management of this society was very similar to its predecessor. 

MEK1U(M< LYON. 

From persoinil recollections as a student 1 can say that he was a 
genial man and of a kindly disposition. He had a merry twinkle in 
his eye, and those eyes would shine when a student gave some rule iii 
prosody of particularly exceptional value, or a long list of special 
words to be used in some particular way. When a student would hesi- 
tate on the future of some Greek verb, he would often suggest "Dont- 
knowsomai?" On another occasion, a student in his translation had 
taken decided liberty with the text. Dr. Lyon laid down his book, 
and looking at the class, said : 

This morning as I was cominaj to school, one of my friends asked me if it was not 
very monotonous hearing the same translation over and over again. "By no means," 
I said, "I never hear the same translation twice." The next may translate that ])a8- 
sage. 

He knew Greek and Latin, and if the student did not it was his 
own fault, because the instruction was imparted well and patiently. 

Dr. Lyon received his preparation for college in Worcester, at the 
Hopkins Academy. He was graduated froni Brown University in the 
class of 1841. His life work was teaching, and he taught in Providence, 
lu 1845 he was principal of the University (hammar School. He was 



ACADEMIES AND PREPARATOUY SCHOOLS. 39 

a fellow and a trustee of Brown, filliug the vacancy iu tlie latter posi- 
tion occasioned by the death of President Caswell. He held offices of 
public trust, but was especially interested in education, serving: for 
more than thirty years on the school committee board. Dr. Emory 
Lyon afterwards took the principalship of the school, and the same gen- 
eral policy of the school was maintained. This school is the oldest in 
the city of Providence, and still is true to its traditions. 

KINGSTON ACADEMY, 

This academy, although in its palmiest days occupying a high grade 
among the institutions of learning, and deserving a worthy place in 
a survey of secondary education, had an early origin, and in tlie 
early days was lowly. There are facts in the history of this academy 
which make it among the most interesting of all. It was situated in 
South Kingston, in the southern part of the State. From ISll) till 
1832, among the list of students, in addition to representatives from 
Ehode Island, Massachusetts, South Carolina, Connecticut, Louisiana, 
and North Carolina, are boys from Fayal, Azores, West Indies, Matan- 
zas, and Minorca in the Mediterranean. The fact of these students 
from other States and other countries coming to this academy will 
furnish an interesting link between the commercial and educational 
interests of the State, and will afford opportunity for speculation. The 
genesis of this academy extends back to the year 1695. 

1695. Samuel Sewal, esq., of Boston, for the consideration of a nomiual sum. and 
for the encouragement of literature and good education and the maintenance of a 
learned, sober, and orthodox schoohuaster, conveyed 50 acres of land iu Pettaquam- 
scut, in special trust, to .John Walley, for the procuring, settling, supporting, and 
maintaining a learneil, sober, and orthodox person from time to time, and at all 
times forever hereafter, to instruct the children and youths of the above-mentioned 
town of Pettaquamscut, as well as English there settled, or to be settled, as Indians, 
the aboriginal natives and proprietors of the place, to road and write the English 
language and the rules of grammar. 

This is an account of the origin, and some of the language is that 
of the deed. As showing the estimate in which a knowledge of gram- 
mar was held by Sewall, this statement at the end of the deed is inter- 
esting: "Signed, sealed, and delivered in presence of the words 

Judith his wife, ' and in the rules of grammar,' being first inter- 
lined." 

The instructor was to be appointed by Samuel Sewall and his wife 
Hannah, or their survivors, or by the minister of the Third Congrega- 
tional Church in Boston and the town treasurer, or their suc(;essors. 
In spite of such a formidable appointing power, nothing was done till 
1781, when a schoolhouse was built in Tower Hill. Constant South- 
worth, Increase Hewitt, John Hazard, William Kichols, Robert F. 
Noyes, and Benjamin Hill were the schoolmasters till 1810. In that 
year the academy was moved to Kingston. The next change in the 
institution was one of name only, when in 1823 the academy was incor- 



40 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

porated under the name of " Pettiquamscut Academy." The disposi- 
tion of the school lauds will be seen from the petition to the assembly 
this same year, 1823. 

Whereas Elisha K. Potter, James Helme, Thomas S. Taylor, Robert F. Noyes, and 
other iuhabitants within the Petticjuamscut pnrchase, in the county of Washington, 
and trustoes of Pettiquamsciit Academy, have represented to the assembly that on 
tiie 4th of November, 1695, .Samuel Sewall, esq., and Hannah Sewall, wife of said 
Samuel, h-ite of Bostcm, in the State of Massachusetts, conveyed by their deed of that 
date ilOO acres of land, situate in said purchase, to .John Walley. esq., of said Boston, 
and his heirs, in trust for the encouragement of literature and good education, and 
the nuiintenance of a schoohnastor within said purchase, to be appointed by the said 
Samuel and Hannah, or the survivor of them, after their decease by the minister of 
the Third Congregational Church, in said Boston, and the town treasurer of said 
town, and their successors in office forever ; and that said persons who have the power 
of appointing said instructor have in like manner the power of locating the school ; 
and whereas they have represented to this assembly that the trustee, about the year 
1775, left the United States and has not to their knowledge returned, and from that 
period has wholly neglected his trust; that some time since said minister and treas- 
urer located the school at the village of Little Rest, within said purcliase, and 
appointed an instructor who now ex<^rcises a superintendence of the school ; and that 
said school is now iuc()ri)orated by the name of the "Trustees of the Pettiquamscut 
Academy ;" and that said Elifjia R. Potter, James Helme, Thomas S. Taylor, Robert 
F. Noyes, and othei-s have i)ra-yed this assembly to authorize the sale of said 500 acres 
of land, the same now being little prodvictive, and cause the proceeds of said siile to 
be vested in the funds of the institution and the interest thereof so applied as most 
effectually to secure the object of the donors. 

The petition was granted, and the trustees were authorized to sell 
the 500 acres and give a bond of $8,000 to the State treasurer 
that the money arising from the sale would be paid into the school 
funds. In 182G the assembly was petitioned that the name be changed 
to Kingston Academy. This was granted. From the date of the estab- 
lishment of the academy in Kingston, in 1819, to the end of the school 
year ending April 20, 1832, there had been 158 students. The princi- 
pals had been Oliver Brown, A. m.; Nathaniel Helme, A. m. ; Alfred 
Gardner; Hinman B. Hoyt, A. m.; William G. Hammond, A. B.; Asa 
Potter, A.. M.; William Cragg, A. n.; Elisha Atkins, a. b.; Henry M. 
Davis; Christopher Comstock, es(].; William Gammell, A. b. 

The year 1832 marked the beginning of the period of greatest pros- 
perity. For 1832 the number of students Avas 88; 1833, 137; 1830, 110; 
1S37, 80. The last catalogue shows an attendance of 78 for the year 
ending 1854. At the commencement of this prosperous condition of 
the school in 1832 Elisha R. Potter was the instructor in the classical 
department, Christopher Comstock in the English department, and 
Joseph Brayton assistant. The catalogue for that same year indicates 
the course of study and gives facts of general information regarding the 
academy. 

The school is divided into two departments, a classical and an 
English, the exercises of which are attended in separate rooms. The 
books in the English department are Murray's English Grammar, 



ACADEMIES AND TREPARATORY SCHOOLS. 41 

Olney's Modemi and Worcester's Ancieut Geography, Daboll and 
Smith's Arithmetic, Bennett's Bookkeeping, Colburn and La Croix's 
Algebra, Bowditch's Navigation, Flint's Surveying, Lcgendre's Geom- 
etry, Oomstock's Natural Philosophy and Chemistry, Wilkin s' Astron- 
omy, Blair's Rhetoric, and Paley's Moral Philosophy. 

In the classical department are used Adams' Latin Grammar (Gould's 
edition) and Goodrich's Greek Grammar, Latin Reader, Historia Sacra, 
Viri Rbmse, Ciesar's Commentaries, Sallust, Virgil, Cicero, Li vy, Horace, 
Greek Reader, Grieca Minora, Greek Testament, Grjieca Majora. 

There are two vacations in each year; the first commences on the 
last Thursday in April, the second on the last Thursday in August. 

The price of tuition in English studies is $3, and in Latin and 
Greek |5 per quarter. The price of board in the family of the English 
instructor, or in other private families, is $1.50 per week, including 
washing. The expense, therefore, for a single pupil in the English 
studies is about $84 ; in the classical studies, about $91 per year. To 
this is added the costs of lights and fuel during the winter term, 
which amounts only to a trifling sum, 

THE friends' school. 

The pronanence of some one man of keen insight into the needs of 
the times, or some religious denomination, is identified with the begin- 
nings of nearly all the institutions of education. On the part of the 
founders of Rhode Island colleges and academies we are impressed 
with their spirituality. 

The recognition of a divine dependency by no means prevented the 
utmost exertion of their own powers. The Friends School was an 
i;istitution planted by the Quakers, and the preceding remarks apply 
with especial force to them. Breaking away from all forms and cere- 
monies, the Friends as a denomination went to the other extreme, and 
held for their guidance the "inward light" and "truth." With their 
views on war, with a devotion to what made for the interests of human- 
ity, it seemed as though among them education would be sheltered and 
fostered. 

What a delightful character the Quaker tradition imparted to everything that it 
touched! A certain grave and sweet simplicitj^, an air of candor and of plain recti- 
tude, a frank and fraternal heartiness— these were all distinctly Quaker. They were 
imitated to base ends indeed, and no rogue so roguish as a counterfeited Quaker ! No 
stories ^i^i^^ smug duplicity as those which were told of the smooth knave in 
drab. ^G^ was only the homage to virtue. Knaves wore the Quaker garb because 
the Quaker garb was justly identified with honesty. Those whose early youth was 
identified with Friends, as with them and among them, but not of them, still delight 
in the recollection and associate with them still a refined superiority.' 

Tlio Quaker idea of education and the sentiments of our founder can 
be seen from the following address, which was presented to the yearly 



' George William Curtis. 



42 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

meeting' by a man who had this institution close to his heart and worked 
for it at all times: 

If, therefore, the quarterly meetings could jiromote a school where boarding 
scholars might 1)6 received and taught in such a manner as to qualify our youth of 
the rising generation to teach school, we think it would be an acceptable service. 
It is agreed that, as the school is intended for the education, maintenance, and cloth- 
ing of children whose parents are not in affluence, that they shall be instructed in 
reading, writing, and accompts as fully as the time allowed them will permit.. Some 
useful employment may be provided for the boys according as their age, strength, 
talents, or condition may recjuire. Learning and labor properly intermixed greatly 
assist the ends of both, a sound mind in a healthy body. The girls will also be 
instructed in knitting, spinning, useful needlework, and in such, domestic occupa- 
tions as are suitable to their sex and stations. I believe it is the wish of all con- 
cerned in this important affair that by gentleness, kind and affectionate treatment, 
holding out encouragement and approbation to the deserving, exerting the influence 
of the fear of shame, and prompting the children to every act of kindness and benefi- 
cence one toward another, to bring forward into the society and into its ser%'iee a 
nuni1)er of youths who may have been made acquainted, under such tuition, in degree, 
with the discipline^ of wisdom. 

Though the improvement of the children in learning, their health, and other 
suitable accommodations are matters of great moment in such an institution as 
this, yet there is one of a superior nature— to promote a tender, teachable disposition, 
inuring them to bear that yoke in their youth which will moderate their desires 
and make way for the softening influence of divine good will in their hearts, fitting 
them for the faithful discharge of every duty in life, yielding content in affliction, 
moderation in prosperity, becoming at once the safeguard and ornament of every 
stage in life from youth to ripe old age. 

The man through whose exertions the school was started and cou- 
tinue<l was Moses Brown. He was born in Providence July 23, 1738. 
The name of Brown will ever be cherished in Rhode Island annals, not 
only for what those bearing this name did for her in colonial days, but 
also in the present. He was the youngest of four brothers, all of whom 
contributed to the cominercial and mercantile prosperity of the State. 
The catholicity of this man is shown in good words and work. He 
was instrumental in securing for New England Samuel Slater, 
who brought with him Arkwright's invention. This was to revolution- 
ize the cotton industry, so that to the music of the loom the walls of 
many a New England liamlet were firmly ui)rnised. BroM'u was the inti- 
mate friend of those in authority in the Revolution, Governor Hopkins, 
of Rhode Island, and those who were in the field. 

The first blood that was shed iu our strife with the mother country was in con- 
nectiim with the capture of the Gaspee. Here then was "fired the shot that was 
heard around the world. " When it was quite certain that the persons w^^^d done 
this thing, or were suspected of <loing it, would be sent to England fofl|^^^^Moses 
Brown's conmiittee of correspondence applied to Samuel Adams, of Boston, For advice. 
He replied to their letter that the occasion " should awaken the American colonies 
and again unite them in one bond." John Brown furnished the boats for the attack, 
it is said. Did his firm really do it ? Did they own the boats ? If so, then Moses 
Brown was connected with it. Two members of the firm were present — ^^.John and 
Joseph. John was taken to Boston on sus])icion and Moses went there and secured 
Lis discharge. How and by what means i.s not known to this day.' 



' Moses Brown, by Augustine Jones. 



ACADEMIES AND PKEPARATOKY SCHOOLS. 43 

He must have had iiiflueiiee with the authorities to liave secured 
his brother's release, and how he did it would be of great interest. 
An incident occurred in 1775, which illustrates his deep adherence to 
what he considered his duty. He and other friends were a committee 
to send provisions to the noncombatants in Boston at its seige by 
Washington. He was refused by Washington and also by the British 
commander, but did not desist. Five hundred dollars were sent in 
and the committee, entering the city bj- boats, took in food. This 
committee was merged into the "meeting for sutt'erings." Before 
this meeting were brought any cases needing help. It was before 
this meeting that the necessity of a school was presented by Brown in 
1780. 

As a philanthropist he liberated all his slaves in 1773, and as a patriot 
he was intrusted with a settlement of the boundary question and was 
instrumental in securing the emancipation act in Rhode Island in 1781. 
Of chief interest in the consideration of his character are his relations 
to matters of education. While known for his public and private rela- 
tions to commerce, industry, and public utility, yet his chief memorial 
will be the Friends' School. In the year 1704 he was chosen to the 
assembly and did what he couhl to secure a charter for Rhode Island 
College. He was also instrumental, in connection with (lovernor Ho]>- 
kins, in securing the location of the college in Providence. He gave 
the college a donation of books and $1,000. 

He was never a member of the corporatiou, altboiigli elected a trustee aucl repeat- 
edly urged by his associates to accept the i)08itiou. lu 1774, at the age of 36, he 
became a member of the Society of Friends. Withdrawing at this time from the 
bustle of commerce and trade, he sought that retirement which was more congenial 
to his early formed taste for intellectual pursuits. Here, on his beautiful estate iu 
the environs of Providence, in rural quiet and simplicity, he spent a long an<l use- 
ful life, aiding by his judicious counsels and abnndant wealth ia the promotion of 
intelligence, piety, and freedom among men.' 

His assistance henceforth to educational movements is nearly 
absorbed by his interest in his school, so i.liat the account of what he 
did for education and the history of the school are nearly identical. 
In 1780 a subscription was started for a school and his contribution 
was $575. The work seemed to progress slowly and in 1782, at the 
"meeting for suiferiugs," the address before mentioned was composed 
by him and signed as clerk. The points touched upon in this address 
were that the Friends should provide their own teachers, for there was 
great difficulty in securing them ; that their own scholars might be ke])t 
separate, in order that they might be educated in the Quaker belief; 
that one school was better than several, and that the expense would 
be less at a school where the pupils might board. 

OPKXINC; OK THE SCHOOL. 

The school opened in Portsmoutli, R. I., where it existed for a i)eriod 
of four years. The teacher was Isaac Lowton. The school house was 

'R. A. Guild. 



44 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

ji biiildiiijj;' that was also used for a meet in j;" liouso. It was two 
stories liij^li and very i)laiii. Isaac Lowton was aiiCeniiiieiit and elo- 
quent minister; his figure was short and Mthe; his manners j)olite and 
atlabh;, and liis conversation intelligent and agreeable. His education 
was a good one for that day, ami as he was foinl of reading and had a 
good memory his store of knowledge was constantly increasing. 
His favorite authors were Young and Milton, and his' sermons were 
often embellished with <iuotations from tlu'ui. 

In a set of rules and regnhitions for the observance of the teacher 
and scholars by " the meeting foi- sufferings" they say: 

IScsidcH tho iKuessiiry literary iiistructioii tlio children are to bo tau^lit liabita 
<»f rej^uiarity, of dectMic-y, oi" res])octl'iii sultordiiial ion to KUix'.riors, of Ibrbeai'mice, 
alVectioii, and kindness to eacli oMier, and of relif;ionH reverence to their maker and 
those habits of silence and recollection tanght and practiced in tho ancient schools 
and inc-nlcated in the holy Sci'iptnrcvs. 

Tiie school was discontinued, through lack of funds. The 
closing of the school was a great blow to Moses Brown, and the 
small school fund in his jwssession was scrujiulously guarded and 
increased till the school was again opened in 1811), when it had 
amounted to $!),;>()(). He also ko])t the matter before the society. In 
1814 he ottered to the school a lot of 43 acres in Providence, and a sum 
of money, which, Avith all that had been accumulating from the 
old fund, amounted to -tL>0,(K)0. Jn 181G lie conveyed the land to the 
trustees of the school, and buildings were erected, S(> that the school 
was again opened in 181!>. 

I.KTrKli WITH (ilFT OK LAND. 

Th(^ following letter, accompanying the gift of land, will show the 

intxMcst of the donor: 

PitoviDKNCK Ini OK 5x11 Mo., 1814. 
lo the iMccHn;/ for iSuffcrinj/H: 

])kai{ Fkiknds: As my feeble slate of health i)revents my attending the Meeting 
at this time, I thonght best to inform yon that in the course of my conhnemcnt by 
bodily indisjiosition lor sonn^ time past, tho subject of the Yearly Meeiing's School 
has bei^n renew(5dly brought under my consideration. And Il(^lieving that a porma- 
uout institution for a guarded education of the rising gouoratiou will be ])ronHitive 
of their nsefulucsa in society and the honor of truth, I have, for tho furtherance of 
these desirable objects, concluded to give a tract of land on the west part of my 
homestead farm, containing about forty-three acres, for the purpose of erecting 
suitable buildings for the IJoardiug School thereon; provided the Meetiug should 
consider it an eligible situation, and conchide to carry into effect the establishment 
of the benevolent institution thereon. If the Meeting should ai)i)oint a committee 
to view tho ground, consider of the proposal and roi)ort their prospect to the next 
Meeting for Sulferings, which may be more generally attended, they can then act 
upon it, as it shall ap]»oar to them best. You will however dispose of the ])roposal 
in this or any otlu^r way that appears to you best. As treasurer of the School 
Fund, I may for your information mention, that its present amount is about nine 
thousand three hundred dollars. 

With desires that this importiint subject may Ix^ considered, and proceeded in, in 
conformity to the mind of Truth, that we may hope for its blessing, 
I concludt>, your atil'ectionato friend 

MosE.>* 1 Shown. 



ACADEMIES AND I'REPAKATORY SCHOOLS. 45 

In addition to this .^ift, hogjivc; iinnually $l()t) to ('(Incatc i)oor(;liil(li«^n, 
anotlier lot of land, and $15, ()()() by legacy. 

In 1822, his son Obadiah gave the school $10(>,()0(). Two interesting 
facts in connection with this be(inest are mentioned. This is said to 
be the largest snm of money which any institution of learning in the 
United States up to this time had received, and this money was made 
by the manufacture of cotton, for which industry the father had done 
so much in connection with Slater. 

Moses Brown died in 1 8.'{<>, 1)0 years of age. The last seventeen years 
of his life witnessed the successful operation of the school which was 
so dear to him. '' No monument marks the humble grave of Moses 
Brown; but his life work is his monument, and it rests upon four 
foundations: Manufajcturing industry, patriotism, education, and phi- 
lanthropy," 

KAllLY SCHOOL DAYS. 

In 1818, when the new buildings were nearly completed, it was feared 
that no suitable teachers could be obtained, for there did not appear to 
be any from the Yearly Meeting who were com])etent. Two young girls 
from Nantucket, Mary Mitchell and Dorcas (hirdner, leaving pleasant 
homes, gratuitously gave their servi(;es, and entered u])on their duties 
before either of the other tea<;hers arrived. From letters which had 
been presented by Mary Mitchell, an idea of the school then may be 
gathered. They left Nantucket in a small sloo]), December 30, 1818, via 
New Bedford, for i*roviden<;e. One day's sail brought them to New 
Bedford, and one day's ride in an extra stage brought them, late in tlie 
evening, to Moses Brown's door. 

Our driver was not acquaiutcd with the road ; we liad Ijeeu detaiiie<l by his repeated 
calls at houses to irKjuiro the way ; our horses Avere tired and we all longed, when we 
stopjied at Moses Brown's door, to sojouru with him for the night. Robert Braytou 
alighted and rapped. We could not hear what he stated, but our aged friend came 
out and said: "Wouldn't the young women better alight? I should be glad to have 
them stay the night." Tired and dispirited as we were, he seemed like a good old 
patriarch, and wc promptly accepted his kind Invitation. Ho asked us to call for 
whatever we wanted, freely as we would at home. "A cup of tea," we said, "would 
be refreshing." Whatever the misgivings of these young assistants might be with 
regard to tlieir (jnalirications to t(;uch, they sheltered themselves under the humble 
namc! of auxiliaries; and young and sanguine, ])resumed to present themselves to 
th<! scrutinizing eye of Moses Brown. When subsequently asked what he tliougbtof 
tins (Iressof those young women, he said he saw nothing tooliject to, but the niimbei 
of little combs they wore in their hair. 

Ist mo., 1st, 1819: l^roceeded to the school. All is confusion. 

1st mo., 4th: Girls' schoolroom. As neither books nor stationery were purchased, 
it was thought best to defer the opening of school until the following second day 
of the week. 

Afternoon: School ovcir, and su(;h a school! At night we were conducted to the 
large vaulted lodging room; there were not nniny beds, as the bedsteads are to be 
corded when they are needed. Sheets unwashed, just as they came from Ih-e hands 
of those that made them at the sewing bee at Nantucket. No Thomas Howland, no 
Deborah Hill; tlnsre can not be a regular school till the arrival of these teachers. 



46 HISTORY OF HIGHER EDUCATION TN RHODE ISLAND. 

Tli(> rod table. Second day, iiioi'iiiuii'. A kind of scliool. We ivqnest and the 
books come. The Hro\Yn8 and Almys bny whatever we ask for, except a carpet 
and a telescope; two luxuries we wisli the j;;ood people of Nautuckot would furnish. 
Moses Browu brings us whatever he can spare from his " garden stores.'' 

3d day : Our two superintendents, two male teachers, three females, 7 girls and 
6 boys, all went into the basement story, sat and ate at a long red i)ainted table. 

1st mo., 19th: Can not some of the industrious housewives of Nantucket sjjiu the 
institution a carpet? No matter what the ligure, or stars or stripes! None of our 
floors are painted; none of the walls whitewashed; the ceiling is very high; it is a 
noble building. All it needs is to he finished. Dr. R.Green says: "Invite t .e 
children to eat browu bread; white bread, as constant food, is so prejudicial to 
health.'" So we have plates of each kind on the table. Milk we are supplied with by 
a person who ofl'ered to bring the school as much as it needed. We have no cows as 
yet. No coffee is drunk, shells and Souchong tea are the substitutes. The girls do 
well. The branches taught are grammar, reading, writing, arithmetic, and geogra- 
phy. 

2dmo.,-tth: We have 39 scholars, 'i'hey arrive daily . Our task becomes greater 
and greatei . 

2dmo. ,10th: GOscholars. We rise before the sun; colle<tin the boys' school room for 
ten or fifteen minutes, until the breaicfast bell rings; then go down into the boys' 
dining room, in which are two tables — one for boys and one for girls. The morn- 
ing-school holds till 12; then comes dinner. Afternoon school, from 2 till half past four; 
half an hour remains till tea time, .just long enough for a short rest of our limbs by 
sitting, as we stand much of the time. After tea comes the school for grammar, 
until hall jiast seven. At eight the little girls go to bed; larger ones at nine. 

2d mo., 22d: How were all these boys lo be governed? By what authority 
restrained? Some were bold, some adventurous, some resistant of rule. The insti- 
tution afforded no precedents, therefore the teacliers could quote none. There had 
never been within these walls a court of decision or appeal. Rules from the Nine 
Partners' Boarding School were suggested. "Not so," said the younger teacher, 
"would you anticipate offences by introducing into this infant institution, as 
yet without record of omi.ssicm or commission, the rules of an old time-worn estab- 
lishment in which the rebellious and untoward have had to meet their reward? It 
is not politic, nor is it Christian — where there is no law there is no transgression." 
The older teacher assenteil to the beauty of the theory, but he did not feel sure it would 
serve long in practice. They conclnded, however, if offences did come they would 
endeavor to call the attention of the culprit not to any code of human law, but to the 
dictates of that Divine law which everyone carried in his own breast. Acouseiiuence 
of their experiment was long and private interviews between teachers and ])upils, 
during which expostulation and mild rebuke were patiently tried. 

3d mo. 8th: Our visitors, who increase daily, often find substantial meals at tea 
time. Oxir long red tables, full of large white bowls, iron spoons, pitchers of milk, 
and pitchen of molasses, and a large tin bread pan full of hulled corn. We have 
no talking at these long red tables, excejjt when such friends as Samuel Rodman or 
James Robinson come. 

6th mo. : It was found that the children were sending money to town for books. 
They bought an elementary work on botany. 

The early spring had brought forth within the uncultivated grounds of the school 
many a little wild flower, which induced one of the assistants to suggest to those 
under her tuition botanical analyses of them. " Botany ! " exclaimed Moses Brown, 
" why, surely, all knowledge is useful. Let them buy the books." 

These extracts will give a good idea of the animus of the school and 
of the life and discipline. At the reopening in 1819 there were 11 
sclu)hirs, but the number increased largely before the dose of the year. 



ACADEMI?:S AND PREPARATORY SCHOOLS. 47 

Among the interesting roininiscences of tlie school is n ]>ersoTial let- 
ter from O. B. Ha<lweii, of Worcester. The occasion was the visit of 
Piesident Jackson and his escort to the school. The President and 
escort entered the boys' sclioolroom from the main bnilding. Dining 
the visit the boys were lequcsted to rise and remain standing. The 
President and party walked through the room, bowing frequently. In 
returning and passing the teacher's desk, Lewis- Cass, then Secretary 
of VVai', and wearing his sword, made a military salute This disphiy 
of a martial weapon and its noise when thrust into tlie scabbatd made 
a profound im])ression on these boys, removed fiom all scenes and 
knowledge of war. 

Tlie grade of instruction is such as to tit students for any of our 
colk'ges, or to broaden their education if they do not enter college. 
Instruction is given on all the subjects, except international law, that 
aretauglitin Brown University. In some cases students from this 
school have entered the sophomore class at Brown. From 1869 to 1881 
Prof. J. Lewis Diman lectured on history, and Prof. J. W. P. Jenks on 
natural history. Instruction in the modern languages is given, and 
a very high grade is maintained in this department. In general, it 
may be stated that the studies required for admission to modern col- 
leges are here taught, and are carried to about the equivalent of the 
freslinuui year in these colleges. In order for a student to pass in his 
exainmations a standaid of IH) per cent is required, and students are 
admitted to colleges upon certificate. 

For the twelve years preceding 1885 the average number of i)U})ils 
was -J()5, the i>ercentage of Friends being but 37i. The membership 
in 1889 was 201, including representatives from eighteen of our 
States and of all religious denominations. The percentage of Friends 
was !'(;; of the instructors one-half are Friends. 

rHKSKNT STATUS. 

The present status of the school is progressive; the standard is high 
and in accord with modern educational ideas. Until within compara- 
tively recent years the Quaker ideas as to music and art were in vogue, 
but nearly ten years ago the ground was taken by the present principal 
that instruction in music and art were needful to a well-rounded educa- 
tion ; that without tliese an education could not be liberal. To-day 
"musical education receives careful attention and instruction is given 
by excellent teachers on the pianoforte and in singing. Not only is 
the musical training made subservient to education, but it is the means 
of bringing pupils in touch with the people of the city. Quoting from 
the Providence Journal of March, 1880: 

It is a pleasant custom for the authorities of the Friends' school to give during 
the year at least one evening with the music of the best autliors. Thereby not only 
do the young- gentlemeu and ladies (»f the school get u glimpse into the most impor- 



48 HISTOKY OF HIGHER EDUCATION IN RHODE ISLAND. 

tant branch of culture, but many lovers of music without the walls have the oppor- 
tunity to hear music of a kind Provitleuce affords all too little of. The concert ^ips 
delightful and doubly so, as being the only oue of its kind that the 120,000 or 130,000 
people of Providence will have any opportunity to hear this season. 

It has been the practice to give at least one of such concerts each 
season. The oue here referred to was given by talent from Boston, and 
not by the students. In the de])artinent of art "instruction is given 
in nie(;hanical, pencil and crayon drawing, and painting in oil and 
water colors. The aim is to educate the mind to the essential princi- 
I)les of art and to train the eye and hand to its successful practice." 
Scattered through the various rooms of the building, but especially m 
those rooms where the students spend most of their time, are paintings 
and etchings. The institution is the fortunate possessor of two busts 
executed by Theed, of London ; one of John Bright and the other of 
Elizabeth Fry. Between these two is hung a portrait of the "Quaker 
Poet" Whittier, to whom this school is dear, and whose name is rever- 
ently honored within its walls. Said Robert C. Winthrop in an address, 
speaking of these two marble busts and this portrait: 

Elocjuence, jjoetry, and philanthropy will form an inspiring group for your 
scholars to have ever before their eyes, and may lead them to emulate what they 
admire. 

So mucli for the art side. For industrial training during the past 
few years there has been established "a department in the practi- 
cal use of tools in wood and metal work, including wood carving." 
This is optional and is under a competent instructor. The display of 
this department at the close of the year 1889 was creditable and the 
work well done. One piece found a ready sale at $100. Not only are 
the boys interested in this department, but also the girls. 

The library consists of about 6,000 volumes, with a rare and valuable 
collection of material relative to Friends. "Familiarity with libraries 
and books, acquired by daily contact and use, is an exceedingly impor- 
tant part of school work. Knowledge where information may be 
obtained is next to possessing it." Liberal methods are pursued with re- 
gard to the library. 

The discipline of the school is on a broad basis. The good disci- 
pline of the institution demands unqualified obedience to its rules. 
But its moral and social training, the most important matter in educa- 
tion, teaches individual responsibility and obedience to personal con- 
viction of right and duty. 

This method lies at the foundation of true character and is the educator's most 
delicate and difficult field of service. The end to be attained is that the child shall 
stand safely and firmly when the fostering influences of school and home are with- 
drawn. 

Special attention is given to the care and guidance of the pupils, for we are 
impressed with the conviction that education is derived not merely from the acqui- 
sition of knowledge, but to a still greater extent from that potent and shaping 
influence which comes from contact of youth with mature minds. The endeavor is, 
by constant intercourse and watchful care, by jirecept and example, to mold and 



ACADEMIES AND PREPARATORY SCHOOLS. 49 

form iiR well as instruct; to prepare the pupils to become not only accurate scholars 
but noble men and women. To the attainment of this end the discipline is mainly 
directed. Although the organization of the school is of such a character that the 
personal influence of all the teachers is felt to a considerable extent, yet the imme- 
diate care of the scholars is committed, under the general direction of the principal, 
to two officers, whose special duty is to exercise a constant and controlling influence 
over the pupils at all hours. For the attainment of this same end, i. e., the refining 
and molding influence upon character, the boys and girls recite together and sit 
at the same tables iu the dining hall, over each of which a teacher presides; occa- 
sionally, also, the officers and pupils meet for social intercourse in the public halL 
Experience has shown that the benefit arising to both girls and boys from such 
coeducation can hardly be overestimated. It is no longer a matter of experiment^ 
and is shown to be quite as beneficial to the girls as to the boys. 

tSucli is the present status of the school. The j)rogressive spirit here 
obtaining, and characteristic to a greater degree of Friends in general^ 
is well summed up by George William Curtis: 

The muses were but pagan goddesses to the older Quakers. James Naylor and 
George Fox would have put aside the sweet solicitations of color and of song as St. 
Anthony avoided the blandishments of the lovely siren whom he knew to be the 
devil. But gently the modern Quakers have been won over. That grim austerity^ 
as of the Puritan, has yielded to kindly sympathies, and the wholesome gayeties 
and the refining graces of life are not disowned bj' the Quietists. Nay, even in a 
8e\crer day Avas there not a certain elegance of taste iu Friends' raiment? If the 
bonnet were rigidly of the Quaker type was it not of exqiiisite texture? Was not 
the fabric of the dress as delicate and soft as if woven in Persian looms? Was a 
sense of Quaker aristocracy unknown, and has no Quaker eiiuipage been seen which 
rolled with an air as superior as that of a cardinal's carriage? 

SOCIETIKS. 

Among valuable contributory sources to education are the literary 
societies formed for purposes of improvement and debate. Many of 
the Greek-letter societies in our colleges maintain a debating society 
as a part of their literary training. At a recent reunion in Providence 
of one of the Greek-letter fraternities of Brown, an eminent lawyer 
said : 

To my training and practice iu my society debating club, I owe very much of my 
success iu pleading and appearing before the public. 

The Lyceum Phoenix was established at the Friends' School in 1833. 
Eegular meetings are held and conducted in accordance with the rules 
of parliamentary usage. Debates are held and literary exercises of a 
more general character. This society published a pamphlet called ^' The 
Phoenix Echo." The work is like the annuals published iu so many of 
our colleges, and for the good taste and subject matter will com[)are 
favorably with the best of them. There is one other society of a sim- 
ilar nature, called "The Athenieum," founded in 1874. The member- 
ship in each is open to both the young men and ladies of the school. 
There are two literary societies of which the membership is comi){)sed 
entirely of the young ladies: The "League," of which the motto is 
^^Animi cultus humanitatis cibus,^^ and the Tennyson Club, '■'■Better not 
1123 R I 4 



50 HISTORY OP HIGHER EDUCATION IN RHODE ISLAND. 

to he at all, than not he nohle^ The average membership in each is 
about 15. There is also a Young Men's Christian Association. 

COURSE OF STUDY. 

The present faculty numbers IG. The course of study is so planned 
that it will meet the requirements of those who wish to enter 
college, or will give an all-round education to those who will pursue 
their studies no farther than the courses here offered. With the excep- 
tion of Brown University, the Friends' School offers the most advanced 
courses. Tliere are two courses, the classical and the literary and sci- 
entific. 

Classical course. 

First year. — First term: Latin, beginner's book; algebra; English analysis. Sec- 
ond term: Latin, beginner's book; Ciesar, 13 chapters. Book i ; algebra, to complete 
19 chapters ofWentworth ; Roman history. 

Second year. — First term: Ciesar, Books ii and in; Greek grammar; Greek lessons; 
Greek history; English composition. Second term: Ca?8ar, Books i and iv, or Sal- 
lust and Ci^isar, Book iv; Greek grammar ; Greek lessons ; Anabasis, 3 chapters ; Latin 
composition ; geometry ; 6 books. 

Third year. — P'irst term: Virgil — ^Eneid, Books i and ii; Cicero, 3 orations; Ana- 
basis, Books I and ii; Latin composition; Greek composition. Second term: Virgil, 
Books IV, V, and vi; Cicero, 4 orations; Anabasis, Books in and iv; Latin composi- 
tion ; Greek composition. 

Fourth year. — First term: Homer — Iliad, 3 books; Livy, Book xxi, or French; 
Latin composition; Greek composition; mathematics reviewed; Xcnoplion; Hellenica 
(optional). Second term — Virgil — Eclogues, or Ovid (optional); C;esar, Cicero, and 
Virgil, including Book III, reviewed; ^ Anabasis reviewed;- mathematics reviewed; 
reading Greek and Latin at siglit. 

Literary and scieutijic course. 

First year. — First term: Elementary algebra; reading and composition; United 
States history ; Latin, beginning book; mental arithmetic. Second term: Reading 
and composition; algebra, to complete 19 chapters of Wentworth; physical geogra- 
phy; Latin, beginning book; and Cjesar 13 chapters; mental arithmetic. 

Second year. — First term: Geometry, 6 books; history of England; reading and 
composition; English grammar; Cmsar, Books ii and iii. Second term: English 
analysis; botany; reading and composition ; Cicsar, Book i ; physics. 

Third year. — First term: English literature; rhetoric and English analysis; trig- 
onometry and astronomy ; reading and composition ; Virgil, Books i and li; civil gov- 
ernment. Second term : German or French; advanced American history ; reading and 
composition; civil government; cliemistry ; Shakespeare. 

Fourth year. — First term: Old English and Anglo-Saxon; German or French; com- 
position; mental philosophy: geology. Second term: English ])oetry ; history of 
civilization ; German or French ; physiology. 

Attention will be given tliroughout the course to elocution, English composition, 
and the Scriptures. 

'Instead of these reviews, 4 books of the Odes of Horace may be substituted. 
^Instead of this review, 50 pages of Herodotus and 1 book of Homer's Odyssey may 
be substituted. 



ACADEMIES ANI> PREPARATORY SCHOOLS. 51 

Mineralogy, zoology, logic, evifleiices of Christianity, bookkeeping, ancient his- 
tory, surveying, and drawing will bo elective studies in the second and third years, 
and Latin in the fourth year. Should students desire to pursue a more extended 
course in the classics and mathematics (for which provision is made), a longer time 
than four years will be necessary. 

BUILDINGS. 

It seems eminently fitting that an institution of learning sbonld be 
located in tbe midst of pleasant surroundings. Many of the acade- 
mies of Rhode Island are situated on the shores of her bay, but the 
Friends' School is located in Providence on ground of about 50 acres 
in area. Beautiful groves and walks are at the immediate service 
of the student. From the cupola of the main building can be seen 
every town in tbe State with the exception of New Slioreham on Block 
Island. 

The main building was the original structure erected under the 
supervision of Moses Brown. This building is 220 feet in length, three 
stories higli, and contains recitation rooms, dormitories, the girls' school- 
roori, parlor, and dining room. 

To this building has been added a wing 50 by 40 feet, containing the 
boys' schoolroom and dormitories. Alumni hall forms the right wing 
of the main building. This is the treasure house of the building, for 
here are the two marble busts of John Bright and Elizabeth Fry, and 
the portraits of Whittier and Moses Brown. In this hall are held all 
the public entertainments and lectures. Opening out from this hall is 
the library. Here, too, are rooms containing the scientific and chemical 
apparatus and the geological and mineralogical cabinets. In the 
upper stories are the girls' dormitories. Eeference has been made to 
the artistic decoration of the various rooms. In connection with each 
wing is a gymnasium. 

The astronomical observatory, situated upon the grounds in the rear, 
contains an achromatic telescope, equatorially mounted, with 4:^ inch 
object glass, a transit instrument, and an astronomical clock, all 
superior instruments. These are used for class and general instruc- 
tion, under the direction of the teacher of higher mathematics. 

LI.ST OF PRINCIPALS. 

The foundation of an institution which has sent from its walls stu- 
dents to the number of 10,000 into all stations in life must be on a 
solid basis. The early principals were called superintendents. From 
the reopening of the school in Providence, in 1819, the following have 
been in charge: Matthew Purington, 1819-1824; Enoch Breed, 1824- 
1835; Seth Davis, 1835-1836; Enoch Breed, 1836-1837; Rowland Rath- 
bun, 1837-1839; Allen Wing, 1839-1844; Olney Thompson, 1844-1847; 
Silas Cornell, 1847-1852; Charles Atherton, 1852-1855; Gertrude W. 
Cartland, 1855-1860; Albert K. Smiley, 1860-1879; Augustine Jones, 



52 IlISI'oliY ol' IIKJIIMIf, llDlJCA'riON IN IfHODK ISLAND. 

i87!) <o f Ik' pii'sciil; ( iirn'. TIic school li;is minihcrcd aiiionj;' its jiciideiiiic 
etJin'iiK'ii nmioiis ;i,s <'(liic;iloi.s iiiid sclioIarK. Mosch A. (';i,rtl:m(l ; Lind- 
]oy M. l\looi<',, ()(■ New York; John (lris(;oiii, I'rof. (JtiirmMTic, F*rof. 
]VloH(^K C. Stc.vciiK, (JjiroliiK', OiiilJaiMl, SaniJi AIic,(5 (Joi-ncll, Jcdiii I<\ 
Itowcll, Miiry Ann Slanlon; Prof. Ah)n/,o V. Williams, lirovvn (Juivc.r- 
Sity; C/liJirlcH linjwncll, Oliarlcs II. I'aiklmrst; Stcplicn A.CUiasc, of 
SalcMi; Pliny I<i. (Iliasc, of llavc.i loid ('ollrj^c, and IM(isi<l(',nl Tlioiua« 
(Jlias<', of lla-vcrford ('ollc;j;c. 

SiM'li a,t(i a, {(^w of Mm'- iM'lJcr known <idncaiors wlio liav<' <',oin]>ris('(l 
tin' pcrsonncsl of l.lic Kchool in days ^onc- by. 'rix'tu', arc- otluus who, if 
1M)I, so well known, ha.vc, done Caithrnl and (•(»ns<-i('n( ions work, thereby 
i)iakinj;an integral pari, in the Hnni tola! of Mm', ^naini resuH. Its^radii- 
at«'.s have j^oim'- into all professions and pnrsnils, an<l a ^hmee at tlio 
represfuitatives of lln-ir eonimenceinent e\(^r<'ises and rennions will 
hIiow wlio tliey are. lh^r<^ ayain a, few ninst snfliee: lion. .Jonathan 
('liiiee, U. H. Henator; Abiahani IJarker, of Philadelpliia,; Dr. Menry 
Wood, dolins Hopkins l7niverNity; Dr. Saninel I'.. '^Pobey, of Piovi 
d(Mice. Many ^radnales have- eonie back here to t«^a(!h and lia,v<' won 
re>pnlation. 

WASHINGTON ACADIOMV. 

VVashin«;(on Acach'iny \\as fonnde<l in res])onse to a demand for 
inereasi'd advanlaj^es in hi^lier edncat.ion. in l.S(K) Prown was the 
only inslifniion wiiere a. hi^ln-r <'dnealion conld be (tbtiiined. The 
I'^riends' S<'hool had Imm-ii or^aniz<M| in ITSI, bnt af(<'.r its i'<'niovaI to 
Providi'nce, was snspcnded till ISII. 'riicre was a demand for an insti- 
tution wln^re yonnj;- men <'onld be traiiM'd tor tiie position of t<'a<'hiii<4. 
Aeeor<linj;ly, those wh(> wvvo. inlci'ested in Newport, IMovidem-e, and 
Waiw i('l< decided to fonml an academy and locate, it at Warwick, 
n'lie moxcmenf was actnalcd by the pu]>lic sjiiril of the fonnders, and 
r<'presentcd a, ;ii'eat amount of self sacrilice. As wasnsnal tinui, a part 
of th<', e\p«'nso was d«'fiayed by a> lottery. Shares at. $'20 vac]] were 
<)lll'ei'(Ml, and subseriptions were, solicited. Unlbrt nnat<'ly the records 
nr<^ in a, ba<l st-atci of preseivaiicm. 

TIk^ first meetinj;' nnder tlie arti(des of association was held at the 
house of Oliver Spiid<,in Wi(d{ford, March 10, ISOO. A eommittee was 
cliosen t(> drait a chartei' and see, that the necessary ste]>H were taken 
to scenic it. 'I'he pni'pose of tln)s<», who were interested in tills acad- 
emy can be shown by the Ibllowin;^' seleetitMis from the charter: 

Wliririi.s iii,sl il.iil.ioiiH for lili('i:il cd iicii t ion !ir(^ liifjlily IxMiolicin.l to HO(!i(d,y, l»y 
fVniiiiiif; Mm ri8ni|i^ j^«mi(<i;i I ion lo \ ii (,ii('. Kno^vl(•(lJ^(^, and nHofnl Ht,<u'iitur(», aiul finis 
|tr(^H('ivinii: a, HncccHHion ol' men qiuililKMl lor discliarfiin^ t,li(^ olliccH of lifo \vil,li hmi- 
luln»is8 an<l rrpntiition, llwy h.wo (,li(irfror<i JuHtly nu'iitdil anil r«C(nv»» (,1mi j)nblio 
atlciiMoii and (inc<)nraj;<ini(int of «ivory wiwo, jtolislird, and \v<^l]-rt'j;nlat«Ml Sital.c; 

And wlicii^'i.s an acadrniy (M•(^(•l(^d in Norlli K injjjHtown, in Mmi counly of W'aHliing- 
toii, ill lliin Slat:<', wonid Ixi advanla/^i-ous |,o MiiH (Jovcrnincnl ; 

And w licrras I.odowick lljtdikci, I'clcr I'liillip.s. Ucnjaniin I'ow I<m-, (io<>rj;<i 'PlioniaH, 
Tlioinas It'uniriiill, l>ani(^l 11. lljxiikd, lt(Ui,ja,inin h'oynold.s, I'liilip rillinghacil, William 



ACADKMIKS AND I'ltKI'MiATORY SCHOOLS. 53 

Ellcry, liobort N. Aiicliiniity, S.'iiiiiiol I'.liui), Joliii 1. (Jlarkti, TlioiauH 1'. Ivos, (JhrisLo- 
plior (i. Chiiiii])liii, William Hunter, Waltor Clianiiiiiff, Daniel Lynnui, Jind Ashor 
KobbinH appear as undertakorH in tliiw clcHiyii ; and tli<n(!iipoii a petition hath been pre- 
sented to this aHH(smbly piayiu;;' that lull liberty and power may be "granted unto thern 
to found, (Midow, order, and govern Hai<l aeadeiny ; and that they may be inc,or])0- 
rat(!d into one body jtolitie, to be known in the law witii the jiowern, privile;;c,H, and 
francliiweH necicHsary to the; jturjioKes of said iiisf il.ut.ion. 

Then follow pi'ovisioiis /'or KiibscaiplJon to tiic, stock, tin', iniiiilx r of 
trustees (twenty-nv(3), the, (ilectioii of now tnislccs, tiio ^ovrjiniKuil 
of the iKJiuleiiiy, and tlu^ lour followiiij;' eiiiU'tnieiits: 

.■i lid, furl licnniire, it in hereby eiKtcIrd and dccldicd, That into this lilteral and caliiolic 
inHtitution shall never l)e admitted any rolif^iouH testH; but, on tint contrary, all tiio 
membeis lieref)f shall forever enjoy full, frcri, unmolested, and absolute liberty of 
conscience; and thiit the ]daces of princiftal and oilier instructors shall be free and 
open to ail denominations; and that th(» youth of all religious dcuioiriinations shall 
and may be freely admitted to the ecjual advantages of this institution, and all re((uve 
alike fair, gcnerons, and er|ual treatimuit dui'ing their continuance therein, Ihey 
conducting tluimselves ixsaceably and conforming to the laws and statutes (hereof. 

And U. in hereby ordained and declared, That in this academy shall no arts or iue(lio<ls 
be practii-ed to allure and ])roKelyto or insinuate tiie p<»culiar princi])l<'H of any one 
or other diM)ominatioiis into the minds of the scholars. 

And U in thereupon declared, coiiHlilwled, and entabUHhed, That (jvei'ything of Ihia 
nature shall be accounteil a misd<!Mu;anor, be. avoideil, and by all denominations dis- 
daincid and dis(!ounteiia-nceil as b(Mieath the dignity and foreign from the true iiilen- 
tion of this institution, the main design of which is to sow in the minds of the rising 
youth the seeds of useful literature, to cultivate and im))rove good nuirals, and Ihus 
to make them useful to theniKclviiS and to their country. 

And, furthermore, for the greater encouragement of this seminary of learning, we 
do grant, enact, ordain, and declare that the estate of this academy, the estate, i»er- 
Bons, and family of the ])rincipal instructor for the tinus being, lying and being 
within this State, with the j)crsons of otlK^r instructors and s(iholars, during their 
bilonging to said academy, shall be freed and ex»;m|»tcd from all taxes, serving on 
jurieH, and menial services, and from bearing arms, impress, and military service. 

The cliiirter piovi(l<!<l that ilio first, in<!otinj;- of the trustees sliould 
b<*, lield August 27, IHOO. The lollowin^ ofliciirs were ehosen : Siuiiuel 
Ehim, president; l*(;tei- IMiillips, vi<;<;-i)r(!si(l<;nt; l>enjiiinin P'owior, 
trejisurer; J)anJel K. Updike, s<',< lelary. 

At this meeting the hind, consisting- of 1 sieres, was pnisonlod for 
the site of the academy. This gift was made by Mr. Nicholas H[)ink 
and Ann, his wife, Mr. John l^'riiid<Iiii and Hannah, his wilVi. An addi- 
tional gift of ij^lOO was made by Mr. Samuel Ji^lam, who, according to 
the tradition, wished the name of t he institution to be Elani Academy, 
but througli the ])ersistency (»f one of the ti'ustces the original na,mc of 
Washington Aca<lemy was retained. Towards the latter- j)art of ISOO 
the building (jommittee announced that tlui work was nearly completed, 
but that there was a deficiernjy in the tr-easury. This was met by a 
new subscription, and early in 1H02 the school o})ened with s<iven 
scholars, under the preceptorship of Alpheus liarker, of Newporl- 
The building was divided into four rooms, 1 wo of winch w<'.r<5 used as 
recitation rooms; during the absence of the principal or assistant from 



54 IIISTOKV OF IIIOIIER EDUCATION IN RHODE ISLAND. 

tlie room a, nioiiitoi' was ni)i)oiMte(I. As there were no catalogues the 
course of study must be gathered from reminisceuces of those wlio 
were students. The ordinary rudiments were tauglit, as well as the 
higher mathenuitics, navigatiou, surveying, and astronomy. The town 
of Wickford was Just entering upon a i)eriod of commercial activity. 
From her wharves sailed merchantmen for tlie African trade, for tlie 
East Indies, and the coasting service. Wickford was the market for a 
large agricultuial (listri<!t, from wliich the produce was sent abroad. 
In this town a large part of the young men foHowed the sea till they 
were about 25. Hy that time many had so risen that they had fair 
pr()s])ects of securing the command of a vessel, or of ranking among 
the officers. ^Vt this Junctuie tlu\y wanted a course in navigation, 
which they could now get at home in their own academy. Before 1840 
Washington Academy had litted no h'ss than tifty men for pra(;tical 
navigation. 

('OKUKSl'ONDKNtM':.- 

A very goo<l insight into the educational methods and the subjects 
tauglit at tlie higher academies of the first part of this century may 
be gathered from a brief sketch of one of the Washington Academy 
boys. There were two other academies then, Kent and Warwick, so 
that some of the correspondence is connected with them. Jeremiah (1. 
Chadsey, a graduate of Wasliiugtou Academy, of North Kingston, 
went to riainlield, Conn., to school, because there was none of a high 
grade in his own State, Khode Island. As soon as the academy was 
(►pened in Wickford he returned. Here he was instructed in astron- 
omy, navigation, and surveying, how well may be seen from the fact that 
for his own gratification he made an almanac computing all the calcula- 
tions for that year. As a surv^eyor he was employed by the probate 
court as one of tlio commissioners to lay out any land that might be in 
disi)ute. As a navigator he taught navigation successfully for several 
years. The following letter will show how his scholarship was regarded 
by the ])rincipal of the academy where he had Just completed his last 

year of study: 

Washington, January 20, JSa.;. 

DkakSir: If you can consLsttiutly call on mo soiiio evening tlfis week I should 
be glad, as I wish to liavo some conversation with you concerning your becoming 
an assistant in W. Academy. 
Yours, personally, 

A. Uakkk. 

Mr. .iKliKMIAU CllADSKV. 

On the same note appears the reply as follows: 

I was ))n'vioii8ly engaged wIumi 1 rtH'»>i\ cd this. 

.J. G. Chadsky. 

The engagement was the acceptance of a position of assistant at 
Kent Academy, where he remained nearly four years. The uext letter 



ACADEMIES AND PREPARATORY SCHOOLS. 55 

■will show his success as a teacher, aud the reply of the coimiiittee at 
the Central School in Warwick, to his application for the i)ositi()n. 

East (iHKKXWiCH, January 31, 1807. 
Gentlemen: Being informed that your Central School is without a teacher, I 
take the liberty to retommend Mr. Jeremiah G. Chadsey to your notice. He is 
possessed of all the necessary abilities to teach the English language grammati- 
cally, all the branches of arithmetic and mathematics. He has taught reading, 
writing, arithmetic, algebra, surveying, navigation, geography, and astronomy in 
our Kent Academy with this applause of all who were concerned in it, and uni\ersal 
satisfaction of the gentlemen who have attended his examinations. 

I sincerely regret his withdrawing his useful instruction from this academy, aud I 
fear we shall not be able to fill tlie place he quits witli equal abilities. He has a 
very happy faculty of giving instruction aud obtaining the love and esteem of his 
pupils. He is modest, mild, inoffensive and unassuming, and able to give complete 
Batisfaction to his employers. With sincere wishes for the prosjierity of your Cen- 
tral School, 

I am, gentlemen, your luost obedient, humble, servant. 

Peter Tukneu. 
To the Cextiial School Committee, 

Warwick. 



Warwick, FeVy oth, 1S07. 
Sir: We, the committee of the Warwick Central School Society, having met aud 
noticed your application, do inform you that there will be a vacancy for a preceptor 
in our school on the first of April next, and having examined your several recom- 
mendations, which perfectly meet our approbation with respect to your literary 
knowledge and other competent qualifications for a preceptor, do grant to you the 
privilege of filling the same should your terms of tuition meet our approbation. 
We are, with much esteem and respect, yours, &c., 

.lO.SEPH AUNOLO (S.C). 

Charles Brayton. 
George Arnold. 
Mr. .1. G. Chadsey. 

A bill rendered by Mr. Chadsey to one of the patrons of the school 
will show the current charges. 

Mr. Chrintophtr (rreene, Ih\ 

1807. 

April 27. To cash delivered to his son Sam'l $0. 13 

July. To 1 (juire paper for Nath'l 25 

Sept. o. To 1 lb. caudles 22 

Sept. 28. To boarding his son Sam'l 24 weeks, at $1 .2.5 ,30. 00 

To his tuition and contingents th(! above time 6. 14 

To schoolhouse rent do. 07 

To boarding his sou Nath'l iU weeks, at $1.2.5 11.88 

To teaching him navigation the above time 4.00 

■ 1808. 

Mch. 2. To cash delivered to Nath'l 2.5 

Mch. 28. To boarding his sons Nathanael and Richard (from Dec. 28 to March 

28) 7 weeks, at $1 .25 S. 75 

To their tuition the above time 1 . 7.5 

To schoolhouse rent, firewood, & c 39 



5G IIISTOUY OF IIl(iIli:U EIX'CATION IN liHODK ISLAND. 

A k'tU'T lioiii Mr. Cliadscy sliows his rciisoiis lor leiiviiig this scliool 
at Warwick iind some of liis ich'as ic.f^-jirtliiifij the profession. Theliist 
I)art of tlio re[»ly of the eoiiiinittc,*', luis been torn from tlui orij^inal 
letter, bnt it was evidently a short sentence, as what folh>ws <;ontains 
tlic .ureal <■!• j)art. 

Gic.\rjJ';iMi:.\ : i now lia\ <^ tlio ofil'er of uiioilusr sc^hool, wliic^li I conceive to be iikho 
luci'iifcive tliiiii .yours, iuid mh tlio Hiipi)<)rti of my fainily (Icpciids oiitiroly upon my 
oarnhigH I fool it iidiify wliich I owo to myself juid family to omhiaoo the o|)por- 
tniiity, and tlioroforo must hofj leave of Ixiiuj^ disoliarf^ed IVom your institution, hut 
not without oxi)rosHinf;- lo you my fjjratitudc of the kind trcatnumt you have ever 
luauifostod to un\ and throuf>h yon must return my suuu're thanks to my employora 
in {fonoral. I am sori'y llial. il was not^ in my powci- (o i;i\<'- yon oarliei' notice ; but 
I can ivKsni'ci you, jfoutlonuui, that- I had not- (ho least id(!a, of lejivinfj;' you till within 
two diiys )iast, and that I have no other object in going but that of increasing my 
pay. When you ('onsider the length of lime that I have been in your service, and 
iJiat il shift of instructors is necessary for the discipline of a school (for by a long 
jic(|uaintance between the- master and scholars a familiarity is I'ormed whicjh ends 
many times (dther in a negligence to govern or an unwillingiuiss to he governed), I 
Bay, genllcmen, when you take these things into consideralion you will think that 
my removal is as ne<rea8ary as it is hasty, and thcrcfon* will pardon my ]>re<'ipitate 
detcinnination. Tiiat your institution may liouiish under fhe care of all instructors, 
and bce<une a nnrsei'y of information to the rising generation, is the ardent wish of 
\'iinr most obliged and very humble ser\ant, 

.1. (jl. ClIADSKV. 
Messrs. .IoSKIUI AkNOI.I), 1I|;NHV IvKMIXCiTON, CIIAUM'.S lilt.WTON, 

H'arwick Cciilral School Comtnittev. 
Fkidav MoIvNIXc, a jtril ,.'(), ISIO. 



^\'e add that we aio v(!ry sorry that you are about to loaA'e the academy when so 
miieli (if the respoi'tability it now holds is greatly owing to your unwearied atten- 
tinn to tlio improvement of the scholars at all times. It has always been our wish 
that the princi])al of the academy should ha^•e been willing to have allowed you 
Buch a i).irt of the jnoiits of the institution as would have made it an object for you 
to lia\(< ('(uitinued in it, knowing from long experience how nnudi depends on a good 
8(M(uid in such an institntimi. We i)art with you with great reluctance, and add 
that yon may de]>en(l and caliMilale upon us at. all times as your friend. 

KmiUI II. GlJKICNE. 

Mr. Cliadscy is a I libcrt.y to show the above to whom hi' ])leas(»s. 

E. H. (JlU'IENK,. 
Mr. .1. (i. ('IIADSKV. 

HKNl'.WAI, (IK CMAUTKI!. 

About Ihirty yeai's alitor tlic Ibnndinu' of the academy the interest in 
it s(M'nuMl to (U'crease. It may have been tliat otlier academies were 
then in sncc<>ss(nl <»])eration in the 8tate, or that more of the youn<j^ 
men en^a,n('d in business or commerce, Cor at this period the commer- 
cial activity of VVicklbrd was at its li<M}:;]it. The teax^hers dnrinj;: this 
I)eriod were Wilbur Tilliniihast, Linden b'tiller, Anninnel Northup, Carr 
Noithnp, r.arton IJallon, Mr. Wood, and i'^rancis (Miai)i)el. The terms 
which (liese jjent 'emeu hehl llieir position varied IVom six months to 



ACADEMIES AND PREPARATORY SCHOOLS. 57 

eight years. lu 1833 a crisis in tlie affairs of the academy was readied. 
The buildings Avere in such a condition that repairs must be made at 
once if tliey were to be saved. Accordingly, on A|»ril 13, 1833, tlie 
friends of the institution came to its sujjpoit, an<l a petition was made 
for a revival of the old charter of 1800, with the amendment that fail- 
ure to hold annual meetings should Jiot invalidate it. Among the 
names of the new board of trustees were those of Nicholas IJrown, 
Daniel E. Updike, Pardon T. Hammond, Thomas I*. Ives, Jeremiah (1. 
Chadsey, Jonathan Keynolds, .foseph (J. San ford, and John Brown 
Francis. lJn<ler the new C/hartcr the following were chosen as the 
officers: John Brown Francis, president; Jonathan Reynolds, vice- 
president; Pardon T. Hammond, secretary; Joseph C Sanford, treas- 
urer. 

By subscription a sum was raised for the repair of the buildings. 
The first tea<;her after the reorganization was William I). Upham, A 
salary of $100 was given him and one-half of tlie i)roceeds from tuition. 
He received for the first year $4-J7. Miss (Caroline Whiting was his 
assistant. Several students from adjoining towns attended, and the 
interest was maintained for about three years. From tliis time till 
1848, when the academy was leased to the s(;hool district, there were 
freijuent changes in the teachers. Only inferior teachers could be 
engaged, because the income from tuition was used to meet the ex- 
penses, and the attendance now was very small. At a^special meeting 
of the trustees, iield May 27, 1848, it was voted to lease the a(;ademy 
to the school district for a public; s<;hool. 

KENT, LATER l-iAST GREENWICH, ACADEMY. 

I'KirilON F(»l{ A CIIAIiTKK. 

Educational methods are various and the contributory sources are 
numerous. In many of the (jolonics the surroundings were favorable to 
educational development. Uhodc Island has been the scene of many a 
hard-fought battle for principh', civil and religious. The towns situated 
on lier bay have witnessed stirring scenes, and the recollections of these 
events have aroused doiinant feelings of i)atriotism and pride. In 
Narragansett Bay was captured the Gaspee, and the first blood in the 
Kevolution was shed. V^essels with the rich freight of the Indies came 
to the wharves of Providen(;e and New])ort. The locations of institu- 
tions of learning in this State were well chosen, and many of them had 
a rich historic setting which could not fail of inspiration. Kent Acad- 
emy at East Greenwich, on Narragansett Bay, is one of these favored 
institutions. In this township and vicinity lived men who were famous 
for their part taken in the Revolution, and Avho aided the cause 
with counsel and money. The stirring times of war and the excitement 
incident to the close of tlui century had ])assed. Piudent men were 
determined to provide increased fa(;ilities for education. The definite 



58 HISTORY OF HIGHER EDUCATION JN RHODE ISLAND. 

sliape wliicli the moveiiient took Is best set fortli in the preamble and 
articles of association drawn up by Hon. Ray Greene. 

East Gheenwich, Oct. 8th, 1802. ■ 
Ethan Clark. William Arnold, Mathevrson and Mowry, and Peter Turner, all of East 
Green with, and State of Khode Island, and Ray Greene, Elihu Greene, and Chris- 
topher Greene, all of Warwick, anxious to promote the happiness of posterity and 
to continue the blessings of a free and equal Government, which this country enjoys 
in as great a degree as any other nation, and believing that well-conducted semi- 
naries of learning in which youth may ac([uire knowledge, with the advantages of 
places of public worship to incline their minds to morality and religion, are the 
most probable means to effect their design, have associated for this (as they con- 
sider) laudable purpose and have purchased a lot of land in East Greenwich contain- 
ing an acre and twenty rods, upon which they intend (with the assistance of others 
that may be equally disposed to promote the good of mankind) to erect a building 
about sixty feet long and thirty feet wide, two stories high, and convenient for the 
accommodation, and, when properly regulated, suitable for the instruction of a con- 
siderable number of youth in such branches of education as may be thought most to 
their advantage. They also please themselves with the idea that such an institution 
will be productive of the advantage to East Greenwich and its vicinity of introduc- 
ing a settled minister of the gospel to preach in the meeting house which is now so 
seldom improved. 

This place (in East Greenwich) being centra] in this State, and possessing so many 
advantages, will induce many persons to ]dacc their children here for education, 
wliere they can visit them with convenience and be fre([uent spectators of their 
improvement. To complete the contemplated plan very considerable expense will 
be recjuired, much more than is reasonable for a few to bear; but we Hatter ourselves 
that there are others, who, l)elieving as we do the dissemination of literature, infor- 
mation, and religion is amongst the tirst duties of society, and the most productive 
of order and good regulations in repul)lican governments, will become 8ubscril)er8 
to this plan, and adding their names to these already mentioned will lend their 
assistance to support the society. * » - 

In accord Avith this design, the articles of incorporation were granted 
in 1S02. How far the ideas of the incorporators were met will appear 
from the extracts from the chaitcr. 

CHAltTEU or KENT ACADEMY. 

AN ACT til iucorpDiate certain per.son.s by tin' iiMiue of tlie Propi-ietors of Keut Academy. 

Whereas tht! establishment of public institutions for the promotion of literature 
and general diffusion of knowledge is an object of the highest importance to society 
by aiFording the means to the rising gereration of gaining instruction in the princi- 
ph's and practice of virtue, and of acquiring that knowledge and wisdom which is 
necessary to qualify them to fill with usefulness and honor the various stations and 
otiHces of life; and 

Whereas an academy founded in East f4reenwich, in the coutity of Kent, would be 
highly beneficial to that place and advantageous to the Government; and 

Whereas a number of persons have imdertaken in this design, and have by their 
committee preferred apetifcitmto this general assembly, praying that full liberty and 
power mny be granted unto them to found, endow, and govern said academy, and that 
they may be incorporated into one body politic by the name of Proprietors of Kent 
Academy, with all the powers, privileges, and franchises necessary for the purpose of 
said institution. » * » 



ACADEMIES AND PREPARATORY SCHOOLS. 59 

Then follow the sections pertaining to the holding of j)roperty, board 
of government, duties of the officers, and the general management of 
the academy. Section 7 is of interest because therein "it is further 
enacted that, for the greater encouragement of this institution of learn, 
ing, the estate of this academy lying and being within this State shall 
be exempted from all taxes." 

Such was the purpose of the founders. Tlie realization of their wishes 
will be seen in the men who were educated there. 

riiL^ beneficent influence of the academy was more decidedly in the direction of 
general improvement of the community in character and acqniremeuts and in inspir- 
iuf>' higher asi)irntions generally than in affording very many conspicuous examples of 
brilliant careers. Very many men and Avomen of sterling and substantial qualities 
owe<l the groundwork of their education to the old Kent Academy.' 

Tlie institution was established in its present location in the year 
1802, as the Kent Academy. From its founding to the year 1839 it was 
conducted as a stock academy. It then passed for a few months into 
private hands, but upon the organization of the Providence (now New 
En^^land Soutliern) Conference of the Metliodist Episcopal Church, in 
1841, it became the pro])erty of the conference by purchase. Finally, 
in 1884, it was repurchased by a stocli company, but in 1888 the stock 
was surrendered. It is now conducted by a board of thirteen directors, 
six of whom are selected by the cori)oration, six by the conference, and 
one by the alumni. 

During all the transfers and changes in the acadeifly, by common 
agreement the same grade of work was continued, so that tlie purpo.se 
of the founders was maintained. 

KAKLY IIISTOItY. 

The iirst teacher was Mr. Abner Alden, and his assistant, Jeremiah 
G. Chadsey. From the record kept by Mr. Chadsey of the attendance 
the following will show the number of scholars: 

Quarter beginning December 31, 1804, 72; April 1, 1805, 122; July 1, 
1805, 133; September 30, 1805, 109; December 30, 1805, 83; March 31, 
1800, 101; June, 1800, 127; September 30, 1806, 100; December, 1806, 95. 

Mr. Chadsey was a graduate of Washington Academy, and has been 
mentioned more fully in connection with that institution. The follow- 
ing contract will show how the expense of the assistant was to be met. 

This is to certify that Jeremiah Chadsey agrees to assist me in teaching the school 
in Kent Academy, for which I, the subscriber, promise to give him two-fifths of the 
amount of the bills of tuition when collected. Tliis contract to commence at the 
beginning of the second quarter, August 20, 1804, and to continue as long as I agree 
to employ him and he agrees to serve me. 

Abnkk Alden. 

^Historical address by Dr. Henry E. Turner. 



60 



IIIS'I'ORY OF IIKJlIEli EDUCATION IN RHODE ISLAND. 



Mr. (JliiMl.scy iilso s(M'v<'(1 as ii sccrctiiry and treasurer. One of the 
hills (Voiii liis a,ec.()iiiit book will i;iv(» an intorestinj^' comparison of 
l)rices: 



/>r. tinny Miles. 

1801. 

Dec. 17. 'I'd llio liiiCHiii ol" iiiw son 

22 \vc»il<H .■111(1 (•(iiiMiinc.iil, $:?. HS 

18()r). 

To do. noiii Dcc,.:il (o M(;li. 20 iiiid 

Jii'cvvood 2. 10 



I'er Contra Cr. 

1805. 

Miiy. My iiloiigliiiij;- 1 lot, 

.) 11)10. Uy ciiHli piiid ISlr. AIcUmi 32 

Nov. J{y (lis. milk 

1806. 

Miir. By I load wood 1.75 

Apr. By lA doz. ('<i<,',s 17 

[May By 12^ Ihs. v.iil at 4 50 

Mr. Aldeii was a ina,n of j^ood (lualilleations as a teaelier and suc- 
Ceede(l in eslahlisliinj;' a, j;'ood seliool. Said one of liis pupils: 

'J'lic. iiilliMuico ol" Mr. Aldori in loitiiiii^- tJio iiior.il.s and iiiaiiiicrH of liis iiiipiis, if a 
boy under 10 y(iars of a-yo vm\ Jii(1i>o, was not inferior to lii.s i»()W(*r of iirii)aiting 
l{Tiowlodf;o. To my mind, and I Icikjw liiin well in after years, lie was tlic ideal 
sclKxdiiiastcr. 

For tuition in ISOS the rates were, for i-eading- and si>elliiig, $2; 
reading', writing, and 8i)elling, $-5.2;"); arithmetic, with bookkeeping, 
$2.50: I^viiglish grammar, $.">; ('<)m])()sition and speaking, $.'5; Latin and 
(}re(>k languages, .f.'i; th(i principles of astronomy and geography, with 
the use of tiie globes, $3.50. 

Tlic following extract ai»i>cars IVom the recoi'ds of IHIO: 

7i't'.s((/i'w/, That the eonllnitt^^o, eolhuitively and indi vidnally, attend at least onco in 
the we(ik at the academy, and if necessary j^ive the jirecejitor tho friendly and can- 
did advice respeetinjjf the <jjov(n'nment and instrnetioii of the academy. 

h'csolrcd, That th(< Kev. Daniel Waldo he re(|iiest(Mt to call occasionally at tho 
academy, to afford to the scholars of the institiitioii such advice and instrnetioii as 
his (Inly as a clerf>ynian and jiarental kiiidmiss may dictate. 

Till ISLJO (he institution seems to have been no pecuniary gain to tho 

])roprietors. 'IMiat same year it was — 

llcnoh'cd, That the secretary's account for the sum of threo dollars he jiaid to him 
for re(;ordin{!; th(< proeoedings of the trustees from th(^ founding of the institution to 

18l'0. 

Ill ISi^'J Nathan VVhiliiig was elected jireceptor. 

TluM'c has n(^ver 1)C(M1 a scluxd before or since \vhcr(^ the sclndars enjoyed such per- 
fect hapiiiness as tli(\y did under tho administralion of Mr. Whiting. Although he 
was a line classical stdiolar, jiossessing an ahundauceof general knowledge hiinsolf, 
lie had very litth^ faculty to coiiininnicat(< it to others. Being ralhcr absent-minded 
and very iiuwilling to])iinish disohedienceor neglect, unfair advantageofthesefailings 
was taken and (Mijoy (1(1 supremely. Oeeaaioual ly, on pleasant summer a fteriioous, piijtila 
were allowed, during school hours, to sit on the front st(5ps of the academy, under the 
jiretciiseof studying in tlie()])eu air. where they would amuse themselves in comimsiug 
satirical jioetry on their teachers' ,'ccenlri(ities, and S(|uihs on (tach other. Vet in 
sjiito of all this, some learned nioKi in certain hraiu lies of knowledge during Mr. 
AVhiling's administration than ever before, particularly g(M)graphy and general 
Iviiowledge of the world. Previous to this all the information acipiired was from 
Morse's geograjihy, Avliich was committed to memory and then recited, but Mr. Whit- 
ing taught bv using tho atlas and denumstration with the terrestrial giolxi.' 



History of East (Jreenw icli, Dr. D. II. (Irceue. 



ACADKMIKS AND I'lilOI'AliATOJiY SCHOOLS. 61 

TICX'l-ltOOKH. 

From flic lirKt ciitjilo^iM', issued in 1810, the. list, of teachers is tiikeii. 
Kcv. ])}ivi<l (1. Allen, |)iiiie,i|);il ; .]. Nowliiill, A. H., hiii^unges aiMJ math- 
eniatics; Miss Lucy G. J^^ldridj-e, i)rccc[)trcss; Miss Jlunnah C. Eld- 
rid^^e, drawing and painting; Miss Anna H. Burgc, music. ThccourHe 
of study is not stiit(;d, but can be infencd from the list of text-books, 
wliieii is ]i(;re giv<^n. 

Smith's grammar, {^(■of^rsifili y, AdiiiriH' ;iritlinictjc,, DiivicH' ariUiiiMitii;, ]j<-h<-ahIh','» 
geometry, Hurvoyiiig, Jiailoy'^ algohni, OliiiHtcd'H Hfliool pliiloKophy, (iwy'n aH- 
tionomy, Colt's Itookkocpiii;^, Mih. Jiincolii's botany, J'ailcy'H h<1ioo1 JiiHlory, SmolJicB' 
natural hiHtoiy, JamicHon'H rhetoric, A bcrcroiubio on the iutcdlccliial poworH, Jones' 
clieiiiintry, WorccHtcr'H third and foiirtli readiiij^ liooks, French — Dilgard's prac- 
tical tcaclicr, translator. Latin — (Goodrich's Latin Icissoiis, Adams' Latin grammar, 
Jjatin reader, Virgil, (iroek — (Goodrich's (iroek exorcises, Fisk's gramiriar, (hccik 
reader. 

Italian and SpaniHh. — The cominoii intro<luctory books to these languages. I'V>r 
niore advanced scholars in Latin and (jlroek the books vary to accord with their 
al'ter-conrse of study. 'J'liose us<!d thus far have Ix-en Livy, Horace, 'J'acitus, 
Xenoi»hon's AnabasiH and Momoial)iiia. 

In tilis year, 1840, the above were tlie text-books, giving an ideji of 
the grade of work <h>ne. 'J'lie catalogue shows an att(uidance of 108: 
males, 52; ^emah^s, 50. There were 4 teacjhers in addition to tliej)iin- 
cii)al. 

I-'rom 1840 various j)i in(;ipals have had charge of the academ.y. In 
1847 the Hcademy (jlosed witli only 7 students, but tlie next year tli«;re 
w:is a retnrn to its old time i)r()S|)erity. F'rom the list of primtipals 
some naincs will ai)p<;;u' whi(;h have moi'c than a local r(;j)ntat ion. 
A))iier Ahlen, A. M.; Joseph J>, 'J'illinghast, A. M.; Aaion I'utniim, 
A. M.; \v/Mku'\ Ki(jh, A. M.; James Underwood, A. M.; K(;v. Daniel 
Widdo; lienjamin F. Allen, A. m.; Nathan Whiting, A. M.; Charles II. 
Alden, A. M.; Itev. l'>benezer Coleman; ('hristopher Robinson, A. m.; 
J^'V. Henry Kdes; I'ennel Corlxitt, A. M.; Ceorge W. (Jreene, a. m.; 
Joseph Harrington, A. M.;Joshua(). Coburn, A. M.; ^I'homas I*. Hod- 
man, A. M.; Kev. James Kichards(m; Jtev. I>aniel (1. Allen; Kev. lien 
jamin F. Teft; Jtev. (n'orge F. I'ool; Rev. Daniel (J. Albm ; George ii. 
Cone, A. M.; Kev. William JJagnall; K<;v. Kobert Allyne; Jiev. (ieorge 
W. (^uereau; liev. Micah J. Tan)ot; Rev. Bernce ]). Ames; Jtev. James 
T. Edwards; K<;v. David II. Kla; liev. Francis 1). Blake8le(i. 

The a(;ademy buildings are situated on an (Mninence overlooking lOast 
Greenwich Jiay. The grounds (contain 5 acres, and here are Winsor 
House, the acadeniy, and the boaiding hall. In the academy building 
are the recitation rooms, library, and c]iaj)(;l. In this building are tlu'. 
botanical, mineralogical, and geological cabin(;ts. The rooms vary in 
si/c, accordijjg to tli(i d(;partnients for which they are ne<ided. The 
chapel IS commodious, and contains a, pipe organ. In this hall the 
jinblic exercises and cnteitainnnMits ai<; held. 



62 HISTORY OF IIIOllEK EDUCATION IN RHODE ISLAND. 

rUOMINENT GRADUATKS. 

A fair estimate of tlie work of an institution may be obtained through 
the men who have been graduated. Among the graduates of this 
academy have been men in rejiresentative departments of public and 
professional life. Hon. ISTelson W. AMrich, IJ. S. Senator; William 
Si)ragnc, U. S. Senator, and one of the war governors; in State politics, 
Governor William Greene, of Warwick; Chief Justices Charles Matte- 
sou, of Coventry, and Pardon E. Tillinghast, of I^awtucket; Hon. Henry 
T. Sisson, lieutenant-governor, and lion. Enos Lapham, the present 
lieutenant-governor. In the professions, llev. Charles H. Payne, D. 
D., atone time president of Ohio Wesleyan University; William F. War- 
ren, president of Boston University; Samuel F. llpham, ot'Drew Theo- 
logical Seminary; Prof. Eben Tourjee, of the Boston Conservatory of 
Music; Prof. Alonzo Williams, of Brown University. 

Among names prominent in local reputation appeal- Hon. Samuel II. 
Cross, Hon. Frederic C. Sayles, Hon. Kobert Henry, Uiram B. Ayles- 
wortli, and the celebrated boatbuilders, of Bristol, Charles F. Herres- 
hotl and Charles F. ITerreshoft", jr. Any such roll must be incomplete, 
but this institution seems to have received grateful recognition at the 
hands of its graduates, testifying that their mature judgment approves 
the educational methods and advantages of their youth. 

COl aSK Ol'' STUDY. 

Thecourse of study provides for the classical, English, elocution, art, 
music, comniereial, and normal departments. The instruction in the 
commercial course is made as practical as possible, by having one part 
of the room arranged as in bankers' and brokers' offices. The 
students take charge of these, thereby getting training by object 
lessons. Pupils are here prepared for college, and the studies taught 
are those of preparatory schools. A rounded education is afforded in 
case the student does not intend to pursue his etluci.tion beyond thi* 
institution. 



ACADEMIES AND PREPARATORY SCHOOLS. 



G3 



College preparatory — Latin Hcientifie. 

The three following courRos are aa comprehensive and thorough as those of most 
female colleges. Gentlemen, as well as ladies, who may wish to take a systematic 
academic course can pursue either of these to graduation and receive a diploma. 

This course is arranged to give a preparation for tlie Jjutin scientific course in 
college. 



Fall. 



Latin grammar and les- 
sons 5 

Algebra 5 

United States history 5 

English n^adiiigs and spell- 
ing 1 



Winter. 



Latin grammar and les- 
sons 5 

Physics or physiology 5 

Algebra 5 

Knglish readings and spell- 
ing 1 

Cicero and Latin prose 5 

French or German 5 

Geometry 5 

English readings 1 

iEneid 3 

Georgics 5 

Mathematical review 3 

Chemistry 5 



Spring. 



Latin, Caesar 5 

Algebra 5 

Modem history 5 

English readings 1 

Cicoro and Latin prose 5 

French or German 5 

Khetoric or astronomy 5 

English readings 1 

^neid 5 

Latin review 5 

Mathematical review 5 

English readings 1 



Cn^sar, Cicero, and Latin . . 4 

French or German r> 

Geometry 5 

Koman history 1 

English readings 1 



Cicero 2 . 

JDneid and eclogues 5 

Roman history 4 

Ancient /ieography 1 

Constitution of tlie United 
States 5 



CoUege preparatory — classical. 

Wesleyan and Brown universities and other colleges admit our students witlioiit 
examination upon certificate from the principal. 



Fall. 



Latin grammar and les- 
sons .") 

Eui^lish grammar 'i 

t'nited States history 5 

Knglish readings and spell- 
ing 1 

Cajsar, Cicero, and Latin 

prose 4 

Greek grammar and les- 
sons 5 

Algebra 5 

Koman history 1 

English readings 1 

Cicero 2 

Anabasis and Greek prose. 3 

French 5 

( ieometry 5 

English readings 1 

^neid and eclogues .5 

Homer 5 

Roman history 4 

Grecian history 1 

Ancient geography 1 



Winter. 



Latin grammar and les- 
sons 5 

Arithmetic, mental and 
written 5 

Physics or physiology 5 

English readings and spell- 
ing 1 



Spring. 



Latin, Cffisar .'j 

Modern history.. 5 

Arithmetic completed 5 

English readings 1 

Cicero and Latin prose 5 

Greek, -Vnabasis 5 

Algebra .'> 

Knglish readings 1 

MnaiA 5 

Anabasis i 

Rhetoric 5 

Grecian history 2 

Latin review .5 

Greek review 5 

Mathematical review .5 

English readings 1 



Cicero and Latin prose 5 

Greek grammar and les- 
sons 5 

Algebra 5 

J^nglish readings 1 



Virgil's Jineid 3 

Anabasis and Greek prose. 2 

French -5 

Geometry 5 

English readings 1 



Georgics 5 

Homer 5 

Mathematical review 3 

Roman history 1 

French review 1 

English readings 1 



64 



HISTORY OV HKUIER EDirCATION IN RHODE ISLAND 



CoUctje iircjxtriilorji — Hc'icntijic. 

TliiH (^oni'HO Ih ;iri;iiii;<'<l lo j;iv<> pi'i^iniriil ion lor (lie Hciciil.iCic coiu'Hd in collcjrc. jind 
for hcIkhiIh of tochiiolofry. 

In tluN (Icpjirtniisnt, Hpccijil attt-ntion is p.iid (o pracUcal work in tlio lal)oratory. 
The st,iiil(Mi(M thoniHclvoH jicrforni nioHt of tlici oxpcriniciits in jiIivhIch and clionnstry, 
and [lurnuo more or Iohh of original inv(s«tigatioiiH in geology, botany, and aHtronouiy. 





Full. 


Winter. 


SiiiMiij:. 
Mod(trii liisfory. 




Oj 


llnihid StiitfH liihic.rv. 


I'liysics. 




t-. 


Al;;.l.ni. 


Algebra. 


Alftebia. 






(N.iiMtiliiMon of tll.^ Uiiit.Ml 


I'liyHiolofry. 


Khctoric. 




C! 


SInli'H. 


Frce-liaiid drawing. 


Free-hand dm wing. 




1-5 


Knuli.Hli roadiiiHH hikI h|><'11 










ing (1). 










I''ii)nch or (icnuiin. 


Kroiu'li or (iorniaii. 


FroiK'li or (lOtniiin 




k. 


(idoiiiclry. 


( iioiiuilry. 


L(>ni(^ or (rinononictrv . 




<u 


Zoolojjv or iiliNHicH. 


(!li('iiiiHliv. 


AHlfononiy. 




-w 


I'IiikIinIi r«Muliii(;.s (1). 


Kiif;liHli readiiiKH (1). 


ICnKlisli i-cadingH (1). 




?! 




Merliauical drawiiiK-* 


Mechanical dravvinji;.* 




i 


(i('()l()};y or niirvoylng. 


EiiKlinl' litorature. 


Moral pbilosopliy. 






Mental iiliil(iHoi)liy. 


KvidonccH ol (.'liristiaiiily or 


Hoiaiiy. 




u 


ICiijilish r('ii(liii;;H (1). 


iiiiMlytical fjcoiiietry. 


Apidiod i)hysieM. 




g 

to 




I'olilieiil ('(Uiiioniy. 


Knniinli itiadingH (1). 






KiigliHh roadiiigti (1). 







Not r«Miuired for graduation. 



Acadvmic. 



i 


Fall. 


Wintor. 


Spring. 


O 
1 


I.alin gniiiiniai' and 1()88011B. 
Algebra. 

United Stiitcs hiHtory. 
Knglidi readings aiul Hixdl- 
iug (1). 


I<atin grainiiiar and leHsoim. 
Algebra. 

Th.\.sie.s oi' i)byHiolog.y. 
ICngliHli readings and spell- 
ing (1). 


Cassar. 
Algebra. 
Modern histoi-y. 
English readings (1). 




French or (^lerinan. 

Oeoinetry. 

/oology. 

KiigliHU rcadinj;H (1). 


li'reneb or ( iernian. 
(ieoinel ry. 
(/'henii.st ry . 
UngliHh readings (1). 


French or fjernian. 

lA)gi('. 

IvluMoric. 

English readings (1). 


1 


(Jeology. 

Mental \)hiloHi)phy. 

Constitution of th(^ United 

Sl.itn.s. 
Kn;',liHb readingn (1). 


Englisli literatunv 
l"'.\ idenee.H iif Christianity. 
I'olil i('al economy. 
Knglisb readings (1). 


Moi-al i)hiloHopli\ . 
Hotany. 
Astronomy. 
Englisli reailings (1), 



ACADEMIES AND PREPARATORY- SCHOOLS. 



65 



Art. 

The studio is large and well lighted. It is furnished with all needful appliances 
for the 8U(;(;es8ful prosecution of the studies of this department. 

Occasional lectures on art and an occasional visit to the art galleries of Boston 
will he accorded the students in this department. 



Fall. 



Arithmetic. 
Geography. 
Drawings from patterns and 

castH. 
English readings and si)ell- 

ing(l). 



Winter. 



Arithmetic. 
English grammar. 
Drawing from casts. 
Perspective drawiug. 
Einglisli readings and spell- 
ing (1). 



Spring. 



Arithmetic. 
English grammar. 
Perspective drnwing. 
Architectural drafting. 
English readings (1). 



French or German. 
I)rawing from nature. 
Water-color painting. 
Illumination and lettering. 
English readings (1). 



French or Gorman. 
Water-color painting. 
Drawing from life. 
Crayon portraiture. 
Eugli.'ih readings (1). 



French or German. 

Oil painting. 

Drawing from life. 

Botany. 

English readings (1). 





United States history. 


English literature. 


Rhetoric. 


p>> 


History ot hue arts. 


History of fine arts. 


Art criticism. 


^ 


Oil painting. 


Oil painting. 


Oil painting. 


.2 


India ink and sepia drawing. 


Drawing in colored crayons. 


Drawing from hfe. 


eg 


English readings (1). 


English readings (1). 


English readings (I). 



Essays upon art will be written during the second and third years. 

Aiuither language may be substituted for French or German. 

China decorating and waxwork are taught independently of the course. 

Elocution. 

This course is designed to so train tlw. mind, voice, and body as to secure natural- 
ness and effectiveness in delivery, and to prepare the student for any position in 
which elocutionary excellence is desirable. Personal instruction is made a special 
feature of the course. Freiiuent opportunities are given for the recitation in public 
of illustrative selections. 



u 


Fall. 


Winter. 


Spring. 


t-1 
1- 
.o 

'3 
s 
>-> 


Vocal technique. 
Speech, defects and remedies. 
United States history. 
English readings. 


Vocal technique. 
Physical harmony. 
Physiology. 
English readings. 


Vocal expression. 
Studies in emotion. 
Mod(Hn history. 
English readings. 




Vocal gymnastics. 
Analysis of gesture. 
French or (Jerman. 
English readings. 


Vocal effects. 
Gesture. 

French or German. 
English readings. 


Forensic oratory. 
Personation. 
French or German. 
English readings. 


a 


Delsnrte philosoi)hy of expres- 
sion. 
Dramatic studies. 
Moral philosophy. 
English readings. 


Principles and methods of 

t(;aching. 
Criticism of authors. 
Englisli literature. 
English readings. 


Applied methods. 
General review. 
Khetoric. 
English readings. 



Xonnal. 

The object of this course is to furnish instruction, in both the theory and practice 
of teaching, to those who cau not well i)ursue a full course in a regular normal school. 
A thoroughly qualified and experienced teacher, a graduate of one of the first 
1123 R I 5 



66 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

noniml seljools of tlie country, has charge of ibis depar*^ment. The interruediate 
department of the academy furuishes snriierior opportunities for practice in teacli- 
in<r, under the direction of this normal teacher, such as is afforded by the very best 
State normal institutions. 

The course of study is definitely outlined and adapted to those for whom it is 
designed. A certiiicate is given to those, who, in the judgment of the faculty, 
are thoroughly qualified to teach. 

A community wliere an institution of learning- is located sliould be 
the better for its presence and is justified in securing what it can from 
it. At the academy what are called "oratoricals " are held each Friday 
evening-. It is the regular rhetorical exercise of those in that depart- 
ment, and to these the townsi)eople are invited. In addition to this a 
course of lectures and literary and musical entertainments are main- 
tained through the winter. By such means the peoi)le feel that they are 
welcome to the advantages which such an institution can share with 
them, and its sphere of usefulness is so much the more increased. 

SMITHFIELD SEMINARY, LATER LAPHAM INSTITUTE. 

SMITHVILLE SEMIXARY, 1S39-1863. LAPHAM INSTITUTE, 1863-1875, NORTH SCITDATE. 

Smithville Seminary, afterwards Lapham Institute, was fonnded by 
the Rhode Island Association of Free Baptists. It was designed to 
give a liberal education to youth of both sexes. At the time of its found- 
ing in 1839, the Free Baptists had only two academies — one in Maine 
and the other in New Hampshire. The Rhode Island Association was 
desirous of having an academy in this State. To secure this object, 
the Rev. Hiram Brooks was called from the West and was empowered 
to solicit subscriptions. His faith in the prospects of the new institution 
as a paying investment was far stronger than his business methods; 
for while he was successful in raising the sum of $20,000, the manner 
in which it was done was unfortunate. He secured subscriptions from 
people of small means, who gave him nearly-all their savings and who 
were jiromised a return of at least 7 i)er cent, possibly 10 per cent. 
The money raised was invested at once in the necessary buildings, and 
it was impossible to obtain any such return on the capital. Subscri- 
bers never received any dividends, and the knowledge of the manner 
in which the money was raised hampered the institution when it needed 
help in later years. The buildings are three in number; one large cen- 
tral building, with two wings separated nearly 20 feet from the central 
one by connecting halls. The recitation rooms, offices, dining room, 
and apartments for the faculty are in the central building, and the 
wings are the dormitories for the boys and girls, respectively. 

HOSEA QUIMBY. 

In the autumn of 1839 the school opened. The corporation consisted 
of a board of trustees and an examining committee. The first prin- 
cipal was Rev. Hosea Quimby, who came from the Maine Academy. 



ACADEMIES AND PREPARATORY SCHOOLS, G7 

He was assisted by Mr. Weld, Miss Jolinsoii, and Miss Weld. In a 
short time it was found that the first three named instructors could do 
all the necessary work, so the academic staff was reduced to that num- 
ber. For the next four years that was the corps of instructors. In 
1845 Quimby had as the assistant in the male department A. E. Brad- 
bury, and in the female, Caroline L. Bradbury. Two other teachers 
had the primary department, and J\Ir. A. L. Meader the music. The 
institution was now well started, and the next few years represented as 
high a period of prosperity as the school ever attained. The catalogue 
for the year 1845 shows an attendance of 132 in the male, 101 in the 
female, and 87 in the primary department. Outside of Rhode Island 
there were representatives from Massachusetts, Connecticut, Kew 
Hampshire, Pennsylvania, New Jersey, and Kew York. 

COURSE OF STUDY. 

The catalogue for the year 1845 states that tliis institution i^resents 
to those youths, who may resort here, an opportunity for studying the 
Greek, Latin, French, Spanish, German, Hebrew, and Italian languages, 
the various branches embraced in English literature, the different nat- 
ural sciences, mathematics, metaphysics, etc. Instruction is also 
given in drawing, i^ainting, instrumental and vocal music. The design 
is to afford means for fitting students to enter college, or for giving 
those who do not take a collegiate course the privilege of getting a 
thorough, practical education. The institution takes rather a medium 
stand between a college and a common academy j hence, several of the 
regular college studies, as well as the more common branches, arc here 
pursued, giving good opportunity to all who wish to fit themselves for 
the great duties of life. 

The following books were used: 

Greek: Goodrich's Greek grammar, Anthon's Greek reader and 
lessons, Greek Testament, Xenophon's Anabasis, Donnegan's Lexi- 
con. 

Latin: Andrews and Stoddard's Latin grammar, Andrews's Latin 
reader, Ainsworth's or Leverett's dictionary, Ca3sar's Commentaries, 
Anthon's Sallust, and Cicero, Yirgil (Cooper's), Horace, Livy, Ovid, etc. 

French: Surault's grammar, Belliger's phrases, first class book, Life 
of Washington, Eacine, Boyer's or Meadow'ts dictionary, etc. 

S])anish: Sale's grammar, El Traductor Espanol, Kovelas Espano- 
las, Don Quixote, ISTeuman's dictionary. 

Italian : Bachi's grammar and tables, Prose Italiane, Moralle Xovale, 
11 Tesoreto, Dello Scolare, Italiano, Bachi's phrases and dialogues, 
Graglia's dictionary. 

Hebrew : Seixa's manual, Stuart's grammar and christomathy, Gibbs's 
Lexicon, Gesenius's Lexicon, Hebrew Bible. 

Mathematics: Sherwin's algebra, Davies' algebra, and Legendre, 
Bowditch's navigation, Flint's survey. 



68 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

Natural Sciences: Comstock's elements of cliemistry, natural philos- 
ophy, mineralogy and geology, Mrs. Lincoln's botany, Burritt's Geog- 
raphy of the Ileavens, Poe's couchology, Combe's jihysiology. 

English: Fisk's grammar, Porter's rhetorical reader, Pope's Essay, 
Young's ISTight Thoughts, Davies' arithmetic, Emerson's third part. 
Smith's geography, Harris's bookkeeping, Goodrich's History of the 
United States, Worcester's' history, American Exiwsitor, Webster's 
dictionary. 

Intellectual and moral sciences, etc. : Watts on the Mind, TJpham's 
mental philosophy, Newman's rhetoric, Hodge's logic, Wayland's moral 
philosophy, Wayland's political economy, Paley's Evidences of Chris- 
tianity, Paley's Theology, with Paxton's notes. 

Rhetorical exercises, etc : Besides a weekly rhetorical exercise, consist- 
ing of composition and declamation, there are various benevolent and 
literary societies designed to promote the moral as well as the intellec- 
tual welfare of the youths who may wish to enjoy their benefit. 

EXPENSES. 

For tuition in English grammar, arithmetic, reading, writing, geog- 
raphy, Watt's history, rhetoric, moral science, or political economy, $4 
were charged. For each of the higher branches and languages, 75 
cents were charged until amounting to $5.50, but no student was 
required to pay more than that, however many studies he might 
take, excejit in case of music, drawing, and painting. The expense of 
these varied according to the expense the institution incurred in 
furnishing them. At present 50 cents is charged for vocal music and 
$G for instrumental, including the use of piano. 

For board those who sit at the cold-water table were required to pay 
$1.12^- per week, at the other $1.32. (The table at which was furnished 
a vegetable diet and cold water was called " the cold-water table." At 
the other were served tea, coffee, and meat.) To those young hidies 
who take care of their own rooms an allowance of 12^ cents is made 
per week, so that to them the board comes to $1 per week at one table 
and $1.20 at the other. Hence, those females who are disposed to 
engage in domestic labor, such as to keep their own rooms in order 
and wash and iron for themselves, will save on their expense, and there- 
fore actually earn, from 25 to 50 cents per week. The arrangement 
when first going into operation was to allow males the privilege of 
taking care of their own rooms as well as the females, but it was soon 
found that this would not answer, as they, not generally being accus- 
tomed to such kind of business, could not attend to it so as to keep 
their part of the building in proper order. Many woald bo enabled to 
do this, but generally to the contrary. 

For room rent and furniture, students are charged from $1.50 to $2.50 
each per quarter. Those who have their washing done by the semi- 
nary pay 3 cents per piece. Students furnish their own lights and 



ACADEMIES AND PREPARATORY SCHOOLS. 69 

pay for warming their rooms, the actual expense of this being ap- 
portioned among them. The design is to bring all the bills as low as 
will comport with having such a school as the wants of the commu- 
nity require. The whole expense of a student will vary from $18 to 
$26 a quarter. 

For the express benefit of those who are to go out for the purpose of 
common-school teaching, especial instruction will be given in the fall 
terms, and at other times if required. The class will receive a course 
of lectui-es on the subject of school keeping. 

The year is divided into 4 terms, of twelve weeks each, commenc- 
ing as near as practicable with the different seasons of the year. 

Quimby continued the school till 1854 when it closed with only about 
20 students. He is described by one who taught with him as a man of 
generous and benevolent disi)osition, who did all in his power to help 
needy and deserving students. In his own affairs, he saved little if 
anything for himself, but spent it on the school. He was a tine 
mathematician, but had no taste for the languages. He rented the 
school property to Samuel P. Coburn, who became the principal. The 
school again flourished and for the year ending 1855 the catalogue 
records an attendance of 77 males and 55 females. T'here were 6 assist- 
ants. The exj)ense of tuition was a little higher. English branches, 
per terra $5.00 ; higher English branches $5.50; Latin and Greek, 
$6.50; board at the seminary, $1.90 per week, or board and washing 
(allowing 7 pieces per week) $2.10. He kept the school for two years, 
when it was closed for a number of years. 

From the foregoing resume it will be seen that the curriculum was 
practical and of a high grade. The results were shown in the admis- 
sion of its graduates to the New England colleges. This high standard 
could not be maintained from the natural income of the school. The 
institution had no endowment fund, because all the money raised at the 
outset had been invested in buildings and furnishings. In 1850 the 
property, which was owned by the bank, and was in debt to the amount 
of $5,000, was put up at auction. There was an arrangement made by 
twenty-five of the Free Will Baptists to subscribe $200 each and secure 
the property. This movement was not carried out, for Mr. Quimby, 
the principal, bought the joroperty himself. Quimby was assisted by 
six teachers at the close of the year ending July 17, 1851. The number 
of i)upils was 152 ; males 79, females 73. There was the same grade of 
work as in 1845, and civil engineering was added to the course. 

The period of the greatest prosperity of the school aj^pears to have 
been under the management of Mr. Quimby, from 1844 to 1848. The 
revival of this institution commenced with the year 1863, when the 
school took the name of Lapham Institute. 

CHANGE OP NAME. 

In 1861 one of the former teachers, who had left the school to enter 
the ministry, came back to Providence. He was interested in the old 



70 HISTORY OF IIIGIIER EDUCATION IN KIIODE ISLAND. 

semiiiiiry Jiiid iiuiiiircd into its existing status. This lie found was not 
enconragiiifi:, for tlie buildings liad been standing unoceui)ied and were 
cacli year falling more and more into dilapidation. He calle<l to see 
some of the ])rominent men of the Free Baptist Association, but tliey 
took a gloomy vie.w of the situation. In thiiiking over tlie problem 
the idea oecurrcdto him of having what he called a "jubilee meeting," 
at which the old teachers and graduates should assemble and considt 
for the best advancement of tlie seminary. 

He suggested the idea to the Kev. George T. Day, and was asked by 
him when lie would purpose to have such a jubilee. "The Fourth of 
July, "he replied. "No, sir," said INFr.Day, "that won't do. We must have 
the institution oi)ene<l and in running order by the 1st of August." 
It w;is decided to hold a meeting the 22d of February, 18C3. Addresses 
wer(^ to b(^ made by ]iev. George T. Day and Prof Thomas L. Angell 
on behalfof Ihe alumni, and IMi'. (iuind>y was to represent the teachers. 
The 22d of iV'biuary that year was a very stormy day, and such a severe 
snow storm ju-evailed that there was no suitable conveyunce to the 
seminjuy, which was located 10 miles from I'rovidciu^e. The exercises 
were accordingly postponed to the next day. When the company then 
assend)led it was announced that the lion. r>cnedictLapham had offered 
to buy the })roperty if the association would ])ut it in repair. The offer 
of Mr. Lapham was acc«'i)tcd, and $5,000 was raised by the associa- 
tion. In recognition of this action on the ])art of Mr. Lai)ham the 
name of the seminary was changed to Lapham Institute. 

Under th(i new regime Uev. IJenjamin F. Hayes v/as chosen principal, 
and the school was successfully conducted by him. He was called to 
the chair of mental and moral i)hilosophy at Bates College. At the 
close of his List year the attendan(;e was 207. In the catalogue for 
that year au interesting footnote is nnide on the subject of expense, 
that "in conseciuence of the high i)rices now pievailing, 10 ])er cent is 
•lor the present added to the term bills." 

Prof, Hayes was succeeded by his assistant, Thomas li. Angell, he, 
too remaining but two years, leaving to accept the chair of modern 
languages at Bates College. The n(^\t princii)al, George II. Tiickcr, 
K^nained seven years, and under him the school enjoyed au enviabhi 
reputation for the admirable classical training it afforded. He, too, 
was called away, to accept a ])rofessorship in Latin and Greek at 
Hillsdale College, Michigan. Jt speaks well for the grade of the 
academy, that three successive princii)als had been called to professor- 
shii)s in colleges. Prof. Kicker left in J874. Ho was followed by A. G. 
Monlton, who dicid soon after the close of his first year. 

Dr.rAKTMKNTS OF .STl'in'. 

Tiie last catalogue issued under his principalship offered tho follow- 
ing courses and dei);irtmen t s of study : ( 1 ) A college i)reparat()ry coui-se; 
(2) A ladies collegiat(i course; (3) an l^lnglish and scientific coursej 
(4) a department in painting and drawing; (f)) a nui sic department. 



ACADEMIES AND PREPARATOKY SCHOOLS. 71 

The summary of students in these courses were: Classical, 14; Eng- 
lish, 70; musical, 27. The same grade of instruction was maintained, 
but a more modern series of text- books had been introducjcd. 

The last man to have the charge of the school was W, S. Stockbridge, 
who remained until the school was closed, nor has it been resumed 
since. At this school nearly 1,500 students have been edu(;ated for all 
pursuits and pvofessioiis. The class of students which it gathered 
within its walls appreciated the advantages of an <>ducatioi), because 
they had to work for them. For them there was no royal road to learn- 
ing. 

As is usually the case, the majority of tin; graduates have made 
for themselves a local reputation, but among those more widely known 
are Janu\s 15. Angell (IJrown University '49) president of Michigan 
University; ex (Jovernor Henry Howard, of Khode Island, and his 
brother, lieuteiiant-govenor; Prof. Thomas L. Angell, of Bates Col- 
lege; liev. George T. Day. 

The private schools for boys have maintained a high grade in the 
State, and many of them have ])repared students for college. Some of 
these schools receive only day i)uj)ils and others are boarding schools. 
Among the former is the English and classical school in Trovidence. 
Since its organization, in February, 18G4, the whole number of boys 
admitted has ])e('n 2,150, of whom 250 were fitted for college and nearly 
100 went directly to scientilic, medical, and law schools. This school is 
the largest. Among the others was the Union Hall School, under the 
managenuMit of Samuel Austin. This was established in 1847 and 
tiouiished till 1S07. In 1852 girls were admitted. The I'ruit Hill 
School, with Mr. Stanton Belden as its last proprietor, Avas a successful 
boarding school for boys and fitted students foi- the New I'^ngland col- 
leges, besides offering instruction in navigation and surveying. 

The Kev. Charles H. Wheeler had a private school for boys and i)re- 
l)ared students for IJrown and the New England colleges. There were 
other private schools for boys in the State, but they Avere on a smaller 
scale. 

.^,^11™!''!!:!.!) ACADEMY, UNION VJI.I.AGK, ISIO-ISI!!. 

The beginning of this academy was due t<; the labors of Elisha 
Thornton. He was one of the associates of Moses Brown in his estab- 
lishment of the Friends' school, in 1784, at Portsmouth. Thornton 
taught at his academy for thirty years, and removed to New Bedford 
about the beginning of this century. Till 1808 the educational move- 
ments were spasmodic. In that year was incorporated "The Smithfield 
Academic Society," Nicholas Brown being one of the incorporators. 
The labors of Thornton in the preceding generation v/ere now produ(;ing 
results in the petition of Peleg Arnold, Richard Steere, Ezekiel Corn- 
stock, Joel Aldrich, John W.C.Baxter, and David Aldrlcli to be made 
a body corporate by the name of the '' Trustees of Smithfield Acad- 



72 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

emy." This petition was granted at the February session of tUe assem- 
bly, 1810. At the first meeting of the trustees the following officers 
were elected: President, Peleg Arnold; vice-president, Joel Aldrich; 
treasurer, Richard Steere; secretary, David Aldrich. 

As usual in those days, the money was raised by lottery. Two 
attempts Avere unsuccessful, but an arrangement was made with Joel 
Aldrich so that the necessary funds were raised. The building was of 
two stories, the scholars being in the main room. When the school 
increased the assistants had their special classes in the small rooms. 

This school was more than an academy in name, and its grade was 
that of tlie i)reparatory school for the New England colleges. From 
1835 to 1850 the school was very strong in science under the impulse 
given it by Prof. Bushee. There was an attendance of many scholars 
who on leaving would complete their education ; hence for such there 
was an all-round course of study. The first teacher was David Aldrich, 
followed by Josiah Clark. Then John Thornton, the son of Elisha, had 
the school for six years. Among other teachers were Ward Wilson, 
George D. Prentice, and Christopher Eobinsou. At one period of the 
school previous to 1830 there was no settled teacher, and various ones 
tried it. The year 1830 marks the beginning of the period of greatest 
prosperity. The interest of the Society of Friends in the academy may 
account for the fact that students came here from the South. From 
1831 there were arrangements made for those scholars who wished to 
board in the principal's home and in the homes of some of the towns- 
people. The price of tuition was $9 per quarter, and board $2.50 per 
week. 

In the case of Smithfield Academy, as of so many others, its success 
is largely due to the energy of one man, who came to the academy in 
the autumn of 1830. It had had successful teachers before, but from 
his interest and long connection with the school he brought it up to 
its highest standard. 

PROF. JAMES BUSHEE. 

He was born in Smithfield October 15, 1805. Till his eighteenth year 
his education was obtained at the public school in his native place. He 
wanted a higher education, so he spent two years at the Friends' 
school. On graduation he obtained a position to teach in Somerset and 
also in Fall River. In 1830 "he returned to Woonsocket and opened a 
public school in Union Village, in the Smithfield Academy. The next 
year he ojiened at the same place a boarding school. His connection 
with the Smithfield Academy is of chief interest. 

From personal recollections by his old pupils he is described as being 
a man of spare stooping form, giving an imi)ression of greater height 
than he really had : 

Ho reminded one much of Abraham Lincoln, both in the style of features and in 
the fact that acquaintance with him invariably removed the im^jression at first 
sight uufavorablo and left a far fairer one produced by a knowledge of the noble 



ACADEMIES AND PREPARATORY SCHOOLS. 73 

mind and true Christian charity of the character that was behind it. His kindliness 
of heart often inclined him to help those scholars who were anxious to attend his 
school but could not pay full tuition. I know of several cases wheie he charged 
them nothing, and others not more than half the regular price for tuition, when 
at the same time the money was much needed. A longing for education was always 
enough to enlist his sympathy and aid. 

ilegarding Lis moral character: 

I wish to add my tribute of appreciation and praise for the precepts which I 
received at his hands of a moral character. You, sir (the professor), taught me the 
importance of discriminating between right and wrong; you, sir, taught me the 
importance of being truthful and upright; you, sir, taught me to honor character; 
and if I have accomplished anything thus fiir in life it is due in no small degree to 
this instruction. 

Towards the end of the daily session he would tell the school to put 
away their books, for he wanted to have some play. The play was a 
list of figures which he would give the wScholars to add, and the one 
who was the first to give the right answer would be considered the 
smartest; but the one who was first, yet had the wrong answer, was 
very careful next time, because of the publicity of the failure. Said 
one of the bank presidents of Pawtucket: "I regard that fifteen min- 
utes' daily practice in addition as one of the best features of my edu- 
cation while at the academy. To-day I can add up a long column of 
figures quickly and accurately." 

The professor was a self-taught man, and was particularly happy in 
imparting information. He was an educator, for he could draw out 
what was in the dull and backward. He was quick to see the benefit 
of the conversational method for instructing and helping those who 
could not express themselves, and used this method in the sciences. 
The sciences were always a delight to him, especially astronomy. To 
him was due the credit arising from the statement that at Smith- 
field Academy the cabinets of minerals, chemicals, and philosophic 
apparatus were equal to those of Brown University. It was his pur- 
pose to write a text-book on natural philosophj^, but he never did. He 
composed a treatise of nearly 200 pages on mathematical mechan- 
ics. In his passion for knowledge he would use all the money he had 
to buy the necessary appliances, and was often in debt. He had no 
time to make money, but his life work was a constant study how he 
could gather knowledge by which he could help his fellow-men. 

REMINISCENCES. 

His discipline was parental. He appealed to the student's sense of 
what was right and fitting. He seemed to treat his pupils as if they 
were on an equality with himself. If a rule was broken he would show 
the offender the reason for the rule and the result that would follow 
from its violation. He would also show the student that infraction of 
the rules would cause the principal sorrow, and such was the affection 
for him that the pupils would not wittingly do anything to hurt his 
feelings. 



74 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

He was a member of the Society of Friends, but characterized, as a 
man of progressive ideas. Music was taught in his school. He would 
allow the students to assemble whenever they j^leased in his parlor to 
siug the " Old Granite State," such was his love for that hymn. 

One night one of the boys who boarded in his family, as he was fall- 
ing asleej), began to hum some kind of a tune. Coming to the foot of the 
stairs the professor listened till he located the voice. Then asking, 
" Sonnie, is thee sick? " " No, sir;" replied the lad. " Well, I thought 
thee must be sick from the distressing noise I heard." 

Prof. Bushee did more than simply labor in the station where his 
life work was cast. His interest in the instruction of the masses was 
keen. Wlien the lecture system came into vogue, he was first to organ- 
ize a course in Woonsocket. He was also actively interested in the 
antislavery movement. He was one of the founders of the Worces- 
ter Natural History Society, and served as one of its officers for nine 
years. In August, 1866, a large number of his pupils held a reunion 
Id Worcester. The speeches and reminiscences show the esteem aud 
veneration in which their professor was held. His educational work 
covered more than half a century and he entered into his rest Decem- 
ber 20, 1888. Perhaps no better impression can be given of this man 
than from his own words, at a reunion of his old pupils in the celebra- 
tion of his eightieth birthday. 

The eightieth anniversary of the birthday of Prof. James Bushee, 
which took x>lace at his home in Union Village, deserves more than a 
passing notice, as there were nearly 200 persons present, a large num- 
ber of whom had at some time during the past filty-eight years been 
under the instruction of the professor. As early as 2 o'clock the guests 
began to assemble, aud it was a pleasing sight to vv^itness ihe meeting 
of old friends and schoolmates, who had not seen each other for years. 
In places here and there, small groups might be seen discussing inci- 
dents of their school days and relating the little tricks they played on 
the i^rofessor. But his side of the story generally unfolded to the inter- 
ested listeners a new side to the question, which seemed to confound 
the relators then as well as of old. Soon all assembled in the school- 
room and every seat was occupied. Prof. Bushee then called the school 
to order as follows : 

Ladies axd Gentlemen: It is now my pleasant duty to welcome you. I heartily 
welcome you to our hearts and homes ; welcome you again to the old academy, whero 
you have, as students, so often assembled in your youthful days; to this old academy, 
dear to you as well as to me. I have exiierienced many grateful things; none as 
grateful as the present. It is a pleasing task for me to extend to you all a heartfelt 
greeting amidst these hallowed scenes. Wo have here the bell which tolled hero 
half a century ago to summon you to your recitations, and it has been thought fit to 
call you together to-day with this same bell, on the occasion of mj' eightieth birth- 
day. This is my fifty-eighth year in teaching— twenty-eight in Massachusetts and 
thirty in Rhode Island — but I have finally returned to the old academy, a most fit- 
ting jdace for my years. I wished to have this j)resent gathering take place on the 
old academy grounds. It is meet, after so long a time, after the lights and shadows 



ACADEMIES AND PREPARATORY SCHOOLS, 75 

of so many years, for the old pui)ils to comiinme together, to spcakof the thoi'us and 
crosses scattered along their paths, and to relate how they have passed their time. 
This is the bell that called you to your duties as students. This is the Biblj with 
which the morning services were commenced. This morning the bidl was rung as 
usual, but never before has it called together such a number of pupils. The Bible 
was read, but never to such a number. Allow mo to read a few appropriate verses, 
which yf)U have so often heard from this long-since familiar book. 

The professor then read a fev/ verses from the Book of Psalms, 
"Blessed is the man that walketh not in the counsel of the ungodly," 

Mr. Bushee was the last one in charge of the academy, and when he 
v/ithdrew its career was termiuated. 



PART III. 
EDUCATIOi^ OF WOMEi^. 

A chapter on the education of women has been deemed essential to the 
comi)Jete survey of the history of higher education of the State. There 
have been no colleges for women in the State, but the private schools 
and the academies have prepared students for such institutions and 
have been of a high grade. All the phases of female education have 
been developed from instruction in the elementary branches to the 
courses of lectures delivered by Prof. Diman to classes of ladies. At 
a time when institutions of learning for women were comparatively 
rare and educational methods were crude, the history of a seminary 
like that in Warren, where nearly 1,500 young ladies received a good 
education, or of a school like Mr. Kingsbury's, where a smaller number 
were graduated but the same high grade of work maintained, is of value. 
The greater part of the education for women was giveu by the private 
schools and academies. These schools have been under the direction 
of good teachers and have maintained a high grade in what they have 
offered. 

A place has been given to the normal school in this chapter because 
its character as a normal school has been varied, and because it was 
one of the institutions offering advanced education for youug women 
and young men. The institutions which have been traced in detail are 
the oldest and most important. While these were exclusively for the 
higher education of girls, there were many youug ladies who received 
a similar training in academies and schools like the Friends' School or 
the Kent Academy. The private schools of the State have offered 
thorough and effective education for young women. 

YOUNG LADIES' HIGH SCHOOL. 

TOUNG LADIES' HIGH SCHOOL, JOHN KINGSBURY, PRINCIPAL, 1828-1858 

The investigator of the history of education finds many phenomena 
in his researches, and must chronicle many changes. To-day long 
vacations are in vogue; the school hours are shorter; the buildings 
for schools are planned with a view to all the modern improved ideas, 
so called; but perhaps there is no greater change to-day than in the 
department of education for women, especially in their higher educa- 
tion. There are such colleges as Bryn Mawr, Vassar, Smith, and 
Wellesley, which are entirely devoted to the higher education of 

77 



7S iiisTom' or iiKiiii'.ii i^ducation in IvMiodk islamd. 

woiiion, ;iimI iii:iiiy oI" (lie imi\('isit i(>s aicoixMiiiij; (licii- doors (o wonieiK 
WoiiicM aro takin.!^- courses iii nuMliciiu', and (Iumc is bt'iiii;' iMOclod in 
Cliii'a.U'o an inslitiilion wIumc women may reccivci Ihcolo^ical training. 
Nearly all (liccdncational advanlaiics wliicli ar(^ o])»mi to men arc also 
ojxMi to women, while n(>ariy all tlu^ professions lm\(^ admitted women. 
The Vonn;;- Ladies' lli<;h Stdiool was tho pu)neer in the institutions 
at rrovidcneo for hi,i»iier education. At that time the name high school 
was not used to indicate the lughost grade in the i)ubli(^ schools. Imt 
signifu^d an institution of higher education. As illustrating the change 
in the ideas of educatuui of wonuMi in the beginningof this century 
and to day, the following account, in Mr. Kingsbury's own words, will 
b(> of interest. This account was given by huu at the close of his con- 
nection with this school, in lSr>8: 

To those who ;iro ruimhar with pubhc scntiinont with ro'^iird to iMliuation now, 
Iml who Know, *>x('('i>t iiH ii m.-ittiT of history, littU^ of the chiuigo which h:is t:iKc'u 
phicc diiriui:' tho i);<st thirty vf.'irs, tho cstjibhslumMit aiul siioccsstiil o])t>r;ition of a 
school Jik^^ (his in:i.v scciii a. small atVair. Could wc, however, i)laco thciii at the 
liofiiniiiuj;' of this. scries of yeara and witli them trace all tho circumstances adverse 
to success it would bo much easier to make that impression w liich is so neci'ssary 
to a pcrtVct nndcrstanduii; of tho subject. Allow \uo to !;ivi> two or tliico illustra- 
tions for this ])iiij)08(\ At that period tho raii-^c* of studies in female education 
was very limited in conii)arisou with tho jn'osent. Jn addition to the elementary 
brauclu>s a little of liistory, a smattering of l''rcnch, and a. few lessons in painting 
or emliroidciy wcr(> thought to be sulliciont for the education of girls. The study of 
the l.atiu language, of algebra, of geometry, and of tho higher Knglish branches was 
introdiuH'd into few si'hools out of the city of IJoston, and it was thought visionary to 
attempt the stiuly i)f tlu'in lieri>. In fact, it was hardly possible to escape ridicule 
in malviug the experiment. I'.\imi the boys in the street were sometimes heard to 
say 111 derision, " 'Wiero goes the man who is l(>acliiiig the girls to learn Latin." 

'the subject of vacations will furnish another illustration. Thirty years ago the 
[niblio schools wert^ allowed tho I'mlay after eaih (juarterly examination. Thus the 
euornuuis amount of just four days lu the year, in addition ty tho Fourth of July and 
Thanksgiving, was allowed for vacation. Trivate schools generallj' had no vacation 
at all. Such was the state of public opinion that in tho organization of this school i^ 
was not deemed politic to take more than four wei^ks' vacation at tirst, and this was 
thought by soiiii^ j>ersons to bo an unwarrantablo liberty. Tho same i)ublic opinion 
w ill not now be satislicd with less than eight weeks' vacation even in public schools. 

Again, the terms lor tuition in private schools will furnish another illustration. 
Thirty years ago (ho price of luititm in the liigbest classical school in this city was 
.fr> a (piartcr. 1 had thi< temerity to charge $lL'.r>0 tor the same time, or $M) a year; 
and what is most marxelons, teaidiers wero most olVended at tho innovation. 

It may be i)roper here to speak of the si'lioolroom and fiiriiilnre. At tho cnitset 
it was deemed important to arrange and furnish tho schoolroom in such a manner 
that the transition from well-furiushed homes to places of study should not i)resout 
the wretched contrast which had been too conimon previous to that i)eriod. Fro- 
ipiently a room set aside as unlit oven for trade or incchaniial purposes was soloc(ed 
and (itted up in tho cheapest manner as tho place where the daughters of our richest 
and most vespectable people wero to bo instructed. Thereforo, in order to avoid this 
mistake, a building which had been used by the venerable Oliver Augell, of this city, 
lor a schoolroom was ])rocured and entirely rolltted for the purpose. The old »losks 
and seats were removed, the walls were neatly i)apcred, the whole lloor was car- 
peted — a luxury till then unknown iu this country, so I'ur as I have been able to learn — 



EDUCATION OF WOMEN. 79 

and fhc room wiis fuiiiislnd with desks fovcred with hroadclotb, and with chairs 
iriHtf'iid of Htifil-hackcd Ho/.itn. Soriio very exccllf-nt peo])]e lifted up their hands in 
a:sto!i'shiiHnt, and Haid it would he a pity to liave ko much riKoney wasted; that 
this fiirnitnro would need to ]>e, renewed so often that the expense could not he sus- 
tained. The novelty of such a scdioolrooni attracted many visitors, not only from 
this city hut from abroad. One j;entlem!in from Kentucky, being in Hartford, came 
here soh-Iy to see it. The old room was low studded and badly ventilated. There- 
fore, at the enil of twenty years and in accordiince with the iucreascd knowledge of 
physiology and school architecture, the old building gave j)lace to the present struc- 
ture, which for beauty, convenience, comfort and health, is surpassed by lew, if any, 
in the country. And hero it may lie proper to say that the desks and chairs, which 
were thought to he an expenditure so extravagant and wasteful at the organization 
of the school, arc still standing in the new building. After having been used thirty 
years they are so good that with proper care they rnay last many years longer. 

Tlie cstiiiKitc of lii^lier education for women lias been noted, as well 
as the <lifficulty in its attainment. Brown University did very much 
to rai.se the educational standard in the community, and the imblic 
school system was in its infancy; hence there was a demand anion <,'• the 
peojjie lor increased educational advantages for their daughters. It 
was in response to this demand that Mr. Kingsbury opened his school. 
In his own words, in the circular which was piintcd to announce the 
opening of this dei)artment of the High Scliool — the only advertise- 
ment of any kind ever set forth to secure public attention — the follow- 
ing language was used to express the leading idea: 

Our object in tiie establishment of this department is to aO'oid young ladies such 
facilities for education that they will be under less necessity of spending abroad the 
most important period of their livcB, a i)eriod in which a mother's judicious care is 
so necessary to the formation of character. In this undertaking we look for support 
only among those who wish their daughters to acquire a thorough education. No 
attcmi)t will be made to gain the approbation of such as would prefer showy and 
superficial accomplishments to a well-regulated mind. 

The number of scholars was at first nmited to 30, but, th'! accommodations allow- 
ing it, the number was soon increased to 40. Three more were added after tjie erec- 
tion of the present building, and 43 has been the fixed number ever since. No pres- 
sure of circumstances has ever induced me to add a single one beyond the jtrescribt^d 
number, except when by some mistake or misapprehension a member of the school 
was on the point of being excluded. In such a case the individual has been received 
as a supernumerary and gratuitous scholar. At the end of six months the corni)le- 
ment of scholars was full. Since this period there has always been a list of 
apidicatious i:i advance of the full number varying from 20 to CO. When I decided 
to bring my connection with the school to a close there were 32 names on the list. 
The admissions for the whole jjeriod have been .557. 

The founder of this school deserves more than i>assing comment. 
Too often the professional man is guilty of the charge of narrowness, 
because he can not get out of the ruts which he has worn for himself. 
It is gratifying to describe a man like Kingsbury, who was possessed 
of such a liberal and catholic spirit that President Wayland could say, 
while addressing the ladies of this school: 

Though you, ladies, have had so mufOi, you have not nad all of .John Kingsbury. 
While he has thus labored f(jr you there has hardly Ijccn a benevolent effort in this 



80 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

city which has not felt the benefit of his wise and disinterested efficiency. Whether 
a university was to be endowed, or a church to be established, or an association to 
be lifted out of difficulties, or a society of young men to be aided and directed in 
their labors to promote the cause of Christ, John Kingsbury was the man to do it. 
Xiliil tctUjil quod uon ornarit, quod -non a-dificavit. Such Las been, and is, your hon- 
ored iustructor, aud we come here to unite with you to-day to testify to the appre- 
ciation he is held bj' all good men in the city of Providence. 

John Kiugsbury was born m Connecticut May 26, 1801. He was 
educated by his own exertions, for lie was the son of a farmer in moder- 
ate circumstances. The education of his early years was what he 
obtained at the district school till he was 15. By teaching he obtained 
the money to take him through college, although he also taught while 
in college. He graduated from Brown University in 1826 with the 
honor of salutatorian. After leaving college he taught in a private 
school in Providence for two years, and then organized his own school, 
over which he presided for thirty years. While teaching he had a class 
in the Eichmoud Street Congregational Church, where many young 
men came within the influence of his thought and teaching. He also 
actively allied himself with the Franklin Lyceum, a scientific associa- 
tion. He was its secretary for some time, and also president. He was 
one of the founders of the American Institute of Instruction in 1830, 
and continued to be actively interested in it. 

Said Mr. Barnard, the retiring commissioner of public schools, in 
1849 : 

To the uniform personal kindness of Mr. Kingsbury, to his sound practical judg- 
ment in all matters relating to schools and education, to his prompt business habits, 
to his large spirit, to his punctual attendance aud valuable addresses in every meet- 
ing of the institnte which has been held out of the city, and the pecuniary aid which 
his high character and influence in this community has enabled him to extend to the 
various plans which have been adopted by this department, I desire to bear this pub- 
lic testimony aud to make my grateful acknowledgements, both personal and official 

As showing the confidence reposed in him it will be only necessary to 
mention the institutions with which he was connected : The American 
Board of Commissioners for Foreign Missions, corporate member; Butler 
Hospital for the Insane, trustee; Brown University, trustee; afterwards 
one of the board of fellows and secretary of the corporation. In addi- 
tion to these duties he secured the greater part of the subscriptions for 
a new religious society, the Central Congregational Church. He was 
also a very prominent member of a committee, in 1850, to raise $125,000 
for the more complete endowment of Brown University. He closed his 
labors as a teacher to accept the position of commissioner of public 
instruction. From this brief sketch, almost a mere catalogue of the 
offices of trust he held, may be seen the esteem in which he was held 
by his fellow citizens. Nearly all of these duties he fulfilled while he 
was teaching. 

In a letter from one who knew Mr. Kingsbury the following state- 
ments are taken : 

It was the good fortune of many of the young men who, for the first time away from 
their father's house, and now freshmen in Brown University, were honored with 
an introduction to John Kiugsbury, and who, through membership in his Bible class 



EDUCATION OF WOMEN. 81 

at the Richmond. Street church, entered upon an acqiiaintance that ripened into a 
life-long friendship. Apart from the advantage that came from a careful and dis- 
criminating study of the scriptures, always made to bear upon actual contact with 
life's conflict, there was that in the man himself which was motive power for good. 
His was a wonderfully attractive power, and by its very winsomeuess quickened in 
many of us a desire to be such a man as he. So direct and positive was this that it 
was invidiously said of one young man by some of his classmates that he was "try- 
ing to be like Mr. Kingsbury," and the writer on hearing it, was conscience stricken 
as possessed of a similar ambition for so high an honor. Mr. Kingsbury so identified 
himself with the good of every young man as that those whom he approached were 
drawn to him as to a father. He helped with living sympathies and friendly tokens. 
His influence, all unconsciously wielded in little, quiet ways, has long and always 
been retained. " Go home," he once said to the writer as vacation was approach- 
ing. " Go home as often as you can while your parents are living. Make them glad 
by your presence and your devotion." This was said in a tone that fell like music 
upon the ear, and started chords that vibrate still in the homes we are always slow 
to leave. On another occasion, when it came to his knowledge for the first time that 
the son of a classmate was in Brown University, and was dishonoring his father's 
name, he said: "If the father of this young man had only attended the annual com- 
mencements and kept me informed of his son's intentions and coming I would gladly 
have sought him out and helped him to a better way." Such was John Kingsbury, 
and such the help he rendered to one and another young man as successive classes 
entered the university. The very sound of his name brings only pleasant memories 
to every student who enjoyed his acquaintance and friendship. Though not one of 
the faculty of the university he was an educator of the young men who came to his 
Bible class and his home, none the less pronounced and none the less gratefully 
appreciated than they. 

With sucli a man as Kingsbury at the head of the school, and the 
high standard which he set up, it is no surj^rise that the institution 
was eminently successful. How this success was realized can be 
inferred from the reunion which was held at the close of his connection 
with the school, when the leading citizens assembled to bear grateful 
recognition of his services and labors. The success was also due to 
the following characteristics, which Mr. Kingsbury aimed to maintain: 

(1) To have the moral sentiment of the school always right. 

(2) To have the scholars feel that no excellence in intellectual attain- 
ments can atone for defects in moral character. 

(3) To form exact habits, not only in study, but in everything. 

(4) To have all the arrangements of the school such as are adapted 
to educate women. 

(5) To educate the whole number well rather than to elevate a few 
to distinction. 

(G) To train them to happiness and usefulness by a harmonious 
cultivation of all the powers of the mind rather than to render them 
remarkable for genius or intellect. 

(7) To make them intelligent and efiQcient without being prone to 
ostentation or pretension. 

(8) To make them feel that common sense is more valuable than 
literary or scientific culture. 

(9) To make elementary studies prominent throughout the course, 

1123 E I 6 



82 HISTORY OF IIir.IIKIi MDirCATrON IN RHODE ISLAND. 

so tliMl/ s)K>lIiii,y- — ()l(l-f;ishi()ii('(l six-lliii^ — ;iii<l tlic, lii;^li('r niicicnt 
cliissics liMAc, soiiu'Miiios been coiilcjiiporiiiieous studies. 

►Siicli \v;is tlui st;in(l;M(l of liis scliool, niid lliosti wlio knew the. inau 
cini (csiily Unit in so lai' iis lio Wiis jiblo lie. strove for IJic iiccomplisli- 
iiiciit of liis liif^li purposes. To show liow hi^ stiovc in Miis direc^tion 
lie st;ites tW, following' with rc^loreiice to liirnscll": 

(1) UiiriMnitting ljil)or from thobej^iniiing to tlic present tinic. 

(-5) Never beinjif so siitisftcd with pjisl, or present success as to 
iii(hilj;(^ !i t(Miden('y to inaetivity. 

(.'.)) I Jejj; inning' every term with tiiesanie stron,tj desii-(>. to nialvesonie 
nddil ioiial ini|)roveinent, as I felt at (irst for siu;cess itselC. 

(1) AdoptJnj^' evciry rc^al improvement in (Mlucation, whether it was 
demanch'd by i>nbli<', sentiment, or not. 

(T)) IJeJeetiny; everything;' w hid i did not approve itself lo my Jiul<^- 
nu'nt after examination and tiial, though it mi^iit be (lema-nd(!d by 
l)ublic sentiment. 

((») Never a.ih)win^' tlie public to Ix'come better ax'ciuainted than 
myself ^Yith educational interests, especially such as related to the 
education of youn;;' ladies. 

(7) Daily stacking the special aid of heaveidy wisdom ami guidance. 

These truly are lofty and noble purposes and could be tak<'n as models 
by every educator in the land. It is gratifying iu the extreme to note 
tluit a school with a lolfy ])urp()se eouhland did succeed, and that, too, 
with no glittering announcement fi'oni catalogue or cir<;ulai'. 

The oc(!a,sion of the close of Mr. Ivingsbury's relations to his school 
was celebrated by a reunion of his ])upils in the chapel of the college. 
The <!oi"poration had olfered the use of this building. The whole tone 
of the gathering was studi as to deeply impress the i)rincipal that his 
woik had been ap})re(;iat<Ml, and that his friends and pupils had (uuno 
to do him honor. I'r(>sident Wayland ])r(>sided, and the governor of 
th(^ State, the mayor of the ('ity, professors from tli<^ university, and 
clergymen wore among those assembled. 

Said President Wayland, after explaining the reason of tlu'- reunion: 

To mo this giitli(>riiif;; possosHcs ix-ciiliiM" iIl^(>l■(^s^, for 1 liavo known this instHuliou 
from its conuMCMiconicnt, ninl have oliscrvt^d its ))i(>,ni(>ss to tlio prcseut lionr. It 
!n"os(» as tlu^ sun iVtMpiontly arises on I1h< morninLC ol' a most brilliant daiy, amidst 
cIoikIh and mist. Tho greater jiart ol' our citizens IooIumI at. (lie at tem])t as very 
])nl)li(;-.s]iiriled hut very chimerical. Onr ])oi)ulation was ahont onivthird of its 
))res<'nt nnmh<'r. It was hocii that Bnch schools as we needed could ho sustained in 
Jioston, New York, and rhiladel|thia, hut Ncry few believed wo couhl sustain ono in 
rrovidenc<>. ^fr. Kingsbury thought dill'crently. ll(< knew ns better than wo knew 
oursehcs. Mr. Kingsbury (hitermined to hav(> a lailii's' school which should bo an 
lunn)r to I'rovid<>neo, or ho would ha\(^ nom^ at all. He has realized his idea and tho 
results are spread before tlu^ world. Th("re is hardly a i'amily amongst us, which, in 
Honio of its braiwhea, does not; ai'knowledgo with gra.titudotho benefit of his instruc- 
tions and i)ors()iKil inllucncc. I'ivo hundred of his ])Ui)ilslo(dv upon liini with grati- 
tude and vent'ration and at this very moment aro returning Hianks to tho man whoso 
wludo life hns been so successfully dovotod to labors for their intolloctual and moral 
improve luent. 



EDUCATION OK WOMKN. 83 

YouNCr j.Ai)ii:s' s(Mi()()i-. (I'l;*),". lin(;oi.n.) 

Ul)on the witlHh;iw;iI of Mr. Ivin^shmy fioin his si^hool it was taken 
by l*i'of. J. li. Lincoln and c.onUiuuid undfu' Mk; nanio.of tlic Yonnj^ La,(Ii(;s' 
School. In >S<4)t«;nil)cr, 1807, Prof. Lincoln look charf^c. At that time 
it was the only private school for younj;- ladies in the city, iind as the 
a))j)]iciitions for admission wen', always in exct^ss of the nnnd)er which 
conld be a(;<;oniinodat(Ml, the school was select. There were; scats for (lily 
stiid(;nits. In addition to that nuniber, I'rof. Lin(;oln Iiad sixjcial classes 
that (;aine in for English literature, or the s(;ienc(is. Then; were alwnys 
two regular assistants. Prof. (Jhace lectured on geology, Prof. Apple- 
ton on chemistry, and his brother, William, on history. Tlui prinei[»al 
of the school had the classics, '^riie course of study embracisd a pciriod 
of four years, and the young ladies received such an education as would 
liav(5 prei)ar(Ml them for enti"anc<', to colleges like Vassar or Smith. In 
som(; branches, sii(;ii as physics and philosophy, nuuital, moral, and nat- 
ural, tli(!y were further advanced than the ])rcparatory studies. There 
were no (;olleg(^s Ibr- wf)men then, and it was the aim of the school to 
give a young lady a training that would enable her to follow tin; jho- 
fession of teaching, or to occupy Innself in any station of life which 
might i)res(Mit itself. 

lint the influence and power of tin; school can not b(i estimated by 
numbers. As indicative of the cliaracter of the school, it will Ixi suffi- 
cient to say that the standard marked out by the founder was followed. 
While maintaining his scdiool Prof. Lincoln also ha<l some classes at 
the university. In 1807, feeling that he coidd not sustain the dnties 
incumbent upon him, at the college and in his school, he ceased his con- 
nection with the school and d(;voted himself exclusively to his ])rofes- 
sorship at the university. 

In iinswer to an inipiiry as to the nnnihcr of pupils he, h;i(l, I'rof. 
Lin(;o]n said ; 

I liiid tli« ii.'imos of 211 jmpilH nij^istorcd (hiriii;; tlicj oij^Iit yo.'UH (185!)-1807j of iny 
school. During tho finst yoar 1 liud 42 dcHkn in tiio Hchool, but as tlioro wcro inoro 
on my list wiiiting for .idmiHHion, 1 put in 8 additional d(!.skH mid after that 50 
wa8 this r(;gular nunibor. liut hcKidcs those !jO pnpUn, I liad older giriw wlio came 
in for le.sHojiH; so that Kometime.s there were 70 pupiln in the Hchool. During tiie/se 
years there Avere 33 who may bo aaid to have graduated, having Ktayul long enough 
to complete tho course which I contemplated for the work- of the school. 

Upon the witlK^rawal of Prof. Lincoln to the college li<;v. John (). 
Stockbridge took' the school. The ]»revious tr-aditions of the S(;hool 
and the same.grado of work were maintained. The school continued 
under the management of Mr. Stockbridge till 1877. During that 
period 250 young ladies received their edn(;ation in whole oi- in jjart at 
this school. Several were i)repare,d for Vassar, so thut the, school still 
offered instruction in advanc(;d.work. 

The colleges for women having been founded at a comjiaratively iccent 
date, higher education was acquired at the private schools. Tliese 



84 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

were of a liigb grade. In addition to those described in detail there 
was a i)rivate school organized in 1858 in Pawtucket by Mrs. William 
B. Eead. This school was continued ten years. 

In 1866 Miss Mary E. Shaw opened a private school in Providence, 
and continued in charge of it till 1874, when it i)assed into the hands 
of Miss Josephine L. Abbott. Since the opening of colleges for^omen 
young ladies have been prepared for these institutions at this school. 
Among other schools in Providence were the Young Ladies' School, 
1865-1878, Miss Eliza Weeden ; School for Young Ladies, 1871, Mrs. 
Fielden and Miss Chacej and several boarding schools for young ladies. 
In Pawtucket there were the Young Ladies' Seminary, 1875-1880, Mrs. 
Thomas Davis ; and the School for Girls, 1881, Miss L. A. Greene. 

WAEREN ladies' SEMINARY. 

This school was situated in Warren, one of the seaport towns. 
When the commercial and maritime history of the State shall be writ- 
ten, it will be found that the activity of towns like Warren, was an 
important factor in its development. In addition to the communica- 
tion which the town had with other centers, through the coming and 
going of the West India men and coasters, Warren was favored in the 
community of the interests of the inhabitants. Nearly all were related 
to each other by ties of kindred, and a high degree of ])ublic spirit 
characterized the i^eople. A town or community which' is commercial 
is always characterized by more public sj)irit than manufacturing or 
industrial centers. The school was ever the pride of the town, and 
contributed greatly to the honor of the community. In Warren the 
college had been organized in 1764. 

The seminary was organized in 1834, May 7, and nearly all the mem- 
bership of the school for that year was from Warren. The whole num- 
ber of students was 75, and of these but 12 were from other towns. 
The following were the instructors: Robert A. Coffin, principal and 
teacher in the classical and philosoi^hical departments; Mrs. Coffin, 
teacher of drawing, painting, and ornamental needlework; Miss Mary 
Ann Eeed, teacher in the historical and descrii)tive department; Miss 
Julia Ann Arms, teacher of French and mathematics; Miss Adeline 
Croode, teacher of music. 

Mr. Coffin was a good teacher, and Miss Eeed was for a long period 
connected with the school, proving herself a most excellent and pop- 
ular teacher. 

There were 5 proprietors of the school, and a board of visitors, of 
7 members. 

As this was one of the early boarding schools for girls and the only 
school of the kind at that period in Ehode Island, the prospectus, 
taken from the fii'st catalogue is of interest. 

"A building has been prepared for the accommodation of the school 
containing a large hall, recitation rooms, lecture room, chemical labora- 



EDUCATION OF WOMEN. 85 

tory, together with the usual accommodatious for a family and nine 
students. 

''The course of study is intended to be systematic, liberal, and thor- 
ough 5 systematic, based on the laws of the human mind; liberal, giving 
access to varied sources of knowledge and aiming at the development 
and improvement of all the mental x^owers; and at thorough training 
of the mind to habits of careful investigation, accurate reasoning, and 
patient, persevering research. The recitations are not the mechanical 
repetition of a set of words j)reviously committed to memory, but the 
free expression of thought and feeling on the part of both teachers and 
scholars. Nor are the pupils confined to the lessons contained in their 
books. They are encouraged to seek for knowledge in the operations 
of nature and in the exhibitions of human character, and to apj)ly the 
principles of science to the occurrences of life. The religious influence 
exerted in the school is intended to be positive and efficient, but not 
sectarian. 

"The regular course of instruction in the English branches is intended 
to occupy three years. Before entering on the course, it is expected 
that ladies will be acquainted with the first principles of grammar and 
arithmetic and with some system of geography. There are in each 
year three terms of study, consisting of fifteen weeks each." 

COUKSE OF STUDY. 

First year. 

First term. — Smith's Arithmetic, Malto Brnu Geofj^raphy, Parley's First Book of 
History. 

Second term. — Arithmetic continued, Second Book of History, Masou on Self 
Knowledge. 

Third term. — Lincoln's Botany or Good's Book of Nature, Book of Commerce, 
Grund's Geometry. 

Exercises through the year in reading, spelling, definition, grammar, and compo- 
sition. 

Second year. 

First term. — I^egendre's geometry, ancient historj-, Dillaway's mythology, Watts 
on the Mind. 

Second term. — Legendre continued, Comstock's natural philosophy, Whatley's Logic. 
Third term. — Ecclesiastical history, Comstock's chemistry, Newman's rhetoric. 
Exercises through the year in reading, grammar*, and composition. 

Third year. 

First term, — Vose's astronomy, political class book, Abercrombie's intellectual phi- 
losophy. 

Second term. — Bailey's algebra, Paley's natural theology, Mcllvaine's Evidences of 
Christianity. 

Tliird term. — Algebra continued, Eaton's geology, Parkhurst's moral philosophy. 

To those who wish for a more extended course than the above, instruction will be 
given in either or all of the following branches: Campbell's philosophy of rhetoric, 
Cheever's Studies in Poetry, Gambler's Moral Evidence, Smellie's philosophy of 
natural history, logarithms, trigonometry, practical astronomy, the Latin, Greek, and 



86 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

Freiicli lauguages, drawing, paiiitiuix, oniameDtal in-edlevrork, and music on the 
piano. 

Tlio seminary is furnished with apparatus for illustrating tl'.e principles of natural 
philosophy, astronomy, and. chemistry; anil lectures on these subjects are given 
every term. In the spring lectures are given on school-keeping. Occasionally lec- 
tures are given on other suhjects. A course of 24 lessons in penmanship i.s given 
every terjn without any extra charge. 

Prices of tuition. 

Per term. 

Reading, grammar, geography, and arithmetic $3. 75 

Other branches in the regular course 5. 00 

Languages and English studies in the extra course, cxtrai charges 7. 50 

Lectures 1.00 

Drawing atd painting .0. 00 

Ornamental needlework 1 . 00 

Calisthenics 1. 00 

Music 10. 00 

Use of piano 3. 00 

Price of board $1.50 per week, or $1.75, washing included. Fuel and light extra. 

The parents and guardians of the pupils, and others who are interested in the 
cause of female education, are invited to visit the institution whenever they may 
find it convenient. The arrangements are such that freqncnt visits will cause no 
interruption in the school and no deviation from the usual course of instruction.' 

The catalogue of the year 183G shows a membership of IIG, of 
whi(;h 44 were i)ursiiiug the reguhir course of three years. A larger 
proportion of students were coming from neighboring States, par- 
ticularly from Massachusetts. Three came from Vermont and 2 from 
Georgia. The boarding house in connection with the seminary had 
accommodations for 30. For the year 1838, 94 students were enrolled, 
with representatives from 3 different Southern States. Southerners 
were induced to place their daughters in the school because their 
sons were at the college in Providence, only a few miles distant, and 
because the school was attracting attention by the excellence of its 
courses. Till 1842, when there was a change in the management of the 
school, caused by the incorporation of the governing board and other 
alterations, the successors to IMr. CofBn had been tlie Rev. Josiali P. 
Tustin, D. 1)., of Philadelphia, and Pev. John C. Stockbridge, of Provi- 
dence. 

In 1842 a change was made in the school. The school property, which 
was owned by Shubael P. Child, Henry H. Luther, John Luther, and 
Jeremiah Williams, was capitalized by them and offered in 30 shares 
at $200 each. Those who took the shares, and the original proprietors, 
became the guardians and trustees. It was considered M'ise for the 
best interests of the school that the institutiou should be incorporated. 
Accordingly, in 1845, a charter was received from the legislature, and 
in November of the same year, under its provisions, the permanent 
organization was eflected. Shubael P. Child, president; Ileiu^y EI. 

' Catalogue of the Warren Ladies' Seminary, 1834. 



EDUCATION OF WOMEN. 87 

Luther, vice-president; Charles Randall, treasurer; Thomas G. Turner, 
secretary. 

The board of directors consisted of Otis Bullock, G. M. Fessenden, 
Josiah r. Tustin, Samuel Hunt, John Norris, William H. Church, and 
A. M. Gammell. 

In 1842 A. M. Gammell was the principal, with five assistants. The 
school grew and acquired a reputation in the immediate vicinity, and 
also in 'New England. Girls were not received under 15 years of age, 
and some were at the school who were we'l advanced in the twenties. 
For the year 1S45 the catalogue shows the membershii^ of the school to 
be 120; 1840,154; 1847,172; 1848,149; 1850,132; 1851, 148; 1853, 125; 
1855, 185; 1857, 114. In 1855 there were representatives in the school 
from New York, Georgia, Massachusetts, Illinois, Ohio, Maine, Con- 
necticut, Nova Scotia, N"ew Jersey, Pennsylvania, Florida, and Indiana, 
The funics which had been secured from the sale of shares in 1845 were 
devoted to atlditions to the building. In 1855 and 1856 it was clearly 
evident from the increasing patronage that the accommodations were 
too limited. In the next year there was an issue of 20 shares, at $200 
each. These were chiefly taken by the principal, Mr. Gammell. The 
avails of this new issue were also devoted to the enlargement of the 
building. There was one more issue of 15 shares, not all of wliich were 
taken. The total number of certificates was 60. 

The seminary continued to prosper, but in 1857, during the vacation, 
the buildings were burned. There Avas an attempt to revive the insti- 
tution, but the loss of the buildings was a blow from which it did not 
recover. The faculty for the last year of the seminary consisted of 
9 instructors and 2 matrons. The board, including washing, fuel, 
lights, and tuition in the English branches, including lectures, vocal 
music, and calisthenics, was $175 for the academic year of forty-two 
weeks. 

The catalogue for the same year was called an '' historic catalogue," 
because it contained the names of all the instructors and pui)ils from 
its establishment in May, 1834, to July, 1856. The instructors and 
matrons were 60, and the pupils 1,259. This number did not represent 
all the pui)ils who received instruction, as appears from the report of 
the board of directors to the board of trustees, where it was stated that 
more than 1,500 received "the elements, and many of them the accom- 
plishments, of a finished education." 

The school was also instrumental in contributing to the prosperity 
•of Warren and thus to the State. As has been stated, the townspeoi)le 
were, very many of them, related, and many of them followed the sea. 
Wherever they might go they could si^ealc well of the school. Such, 
doubtless, was true in the case of students who came from Havana 
and Matanzas. The commencements and public exercises always drew 
many x)eoplo to the town, and the Baptist church, where the exercises 
were held, was crowded. The institution was in touch with the col- 



88 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

lege, for some of the faculty were on the board of examiners and were 
also lecturers in special subjects. 

This seminary at Warren was an important factor in the education of 
women. A great many of the students were preparing themselves to 
teach, and had their training here. The normal school was not estab- 
lished till 1854:, so that in a measure, its lack was supplied. The repu- 
tation which the seminary had for its instruction enabled many of the 
graduates to obtain positions as teachers, and thus to transmit meth- 
ods which had been employed so successfully there. The sphere of its 
influence was a wide one, for nearly all the States were represented 
among the students. Many came fi^om the South, because there were 
few such schools there, and because in many cases their relatives were 
at the college in Providence. 

With an able corps of instructors i)0ssessing the confidence and best 
wishes of the townspeople, and furnishing a truly liberal education for 
the young ladies of the day, the Warren Ladies' Seminary is justly enti- 
tled to an honorable position in the history of education for women. 

NORMAL SCHOOL. 

This school has furnished a good indication of the public opinion 
regarding advanced and improved ideas in education in this State. 
The history of normal schools in the United States may be traced to 
the early i)art of this century. 

On the 2d of July, 1839, Mr. Mann wrote in his diary: 

To-morrow we go to Lexington to launch the lirst normal school on this side of 
the Atlantic. I can not indulge in an expression of the train of thought which the 
contemplation of this event awakens in my mind. Much must come of it, either of 
good or of ill. I am sanguine in my faith that it will he the former. But the good 
will not come of itself. That is the reward of eiibrt, of toil, of Avisdom. 

The next day he records : 

Only three persons presented themselves for examination. In point of numbers 
this is not a promising commencement. What remains but more exertion, more and 
more, until it must succeed ? 

What Horace Mann did for education in Massachusetts, Henry Bar- 
nard did for Rhode Island. Said he : 

I have aimed everywhere to set forth the nature, necessity, and probable results 
of a normal school, so as to prepare the public mind for some legislative action 
toward the establishment of one such school. 

After his election as school commissioner, in the school act which 
was prepared by him he inserted this clause: 

To estalilish one thoroughly organized normal school in the State, Avhere teachers 
and such as propose to teach may become acquainted with the most api)roved and 
successful methods of arranging the studios and conducting the discipline and 
instruction of the public schools. 

Accordingly he used all his influence toward arousing public inter- 
est in favor of a normal school. He organized conventions and associa- 
tions of teachers and delivered lectures. He used the columns of the 



EDUCATION OP WOMEN. 89 

daily papers and issued numerous pamphlets which were distributed 
among the i)eople. 

In 1845 a bill consolidating the various educational provisions was 
passed by the assembly. This included the establishment of one 
normal school. The act was passed, but it was unavailing, because 
no appropriation was made. The friends of such a school did all in 
their power to keep the question before the public, but nothing was 
done till 1850. That year the university was reorganized, and it was 
announced that there would be a normal department or a profes- 
sorship of didactics. Samuel S. Greene, who was the city superin- 
tendent of schools, was chosen to this professorship. Good work was 
done, but the public needs were not met, becanse the instruction was 
not safiflciently popular. To meet this demand the normal school was 
opened on October 21, 1852, by Prof. Greene as a private school. He 
had three assistants, among them Dana P. Colburn. The first normal 
classes were held in the old Providence High School building, which 
is now the permanent home of the normal school. The school now was 
so successfully established that public sentiment in favor of securing 
its i^ermanency was such as to induce the ^hool committee to pass 
this resolution : 

Resolved, That, iu the opiuiou of this committee, the time has arrived when a 
normal school for the education of teachers should he added to our system of puhlio 
instruction, and that it he recommended to the city council to establish such a 
school, either sej)arately, for the exclusive benefit of the city, or in connection with 
the government of the State of Rhode Island, for the joint benefit of the city and 
the State, as in their wisdom they may deem best. 

The school was continued by Prof. Greene through April, 1854. 

In accordance with the above resolution, appropriations Avere made 
and measures taken to reorganize the school. Prof. Greene was fully 
occupied at the university, so Dana P. Colburn was chosen principal, 
at a salary of $1,200. Thus, after nine years, did the work which was 
inaugurated by the wisdom of Mr. Barnard find realization. 

A notable event of this period was the holding' of a special session 
of the school, beginning April 7, 1856, and continuing for three weeks. 
" It was attended," says Mr. Colburn, " by nearly 150 teachers, and is 
believed to have been in a high degree successful." Of the gentlemen 
who gave instruction and lectures are found the names of Rev. Robert 
Allyn, who succeeded Mr. Potter as commissioner in 1854; Mr. Barnard, 
Rev. Dr. Barnas Sears, then president of Brown University, Profs. 
Alexis Caswell, Robinson P. Dunn, James B. Angell, George I. Chace, 
William Gammell, and Albert Harknessf Rev. Dr. Edward B.Hall, 
Rev. George T. Day, Rev. E. M. Stone, Rev. Thomas H. Yail, Rev. John 
Boyden, Rev. Dr. S. A. Crane, Rev. T. D. Cook, Hon. Welcome B. 
Sayles, Gen. Joseph S. Pitman, and Mr. Levi W. Russell. 

In 1857 there was a proposition made on the part of Bristol that the 
school be removed from Providence to that town. This offer would 
relieve the State from the exi^euse of the school. The proposal was 



90 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

accepted. There had been Home dissatisfaction tluit the State treasury 
shoukl bear so much of tlie expense, and it was thought by others that 
a cliangewas necessary for the greater success of tlie school. In May, 
1857, the normal school was incorporated, and its removal to Bristol 
approved. Mr. Colburn was still in charge, and to him was due, in a 
large measure, the success of the school. Two years after the removal 
of the school Mr, Colburn died. Tie had been well known among 
teachers and all the friends of puldic education in New England. Flis 
biographer said : 

There can bo no doiiht tliat tlio yreat work of Mr. Colbnin'rt lifo \v;\h liis instruc- 
tion in normal scliooLs. For ton yoars lio consecrated to this vocation his ripest 
powers of mind and heart, and hy his success in it the value of his brief life must 
bo estimated. TIio normal achool was his Avorkshop, whence emanated his most 
positive influence on the surrounding Avorld and where his loss will bo longest felt. 

The death of Mr. Colburn was a heavy blow to tlie school. Tu addi- 
tion the next few years bi-ought the (;onfusion and uncertainty of the 
civil war. The location of the school at Bristol, a small town, was 
prejudicial to its growth. The academic staff of the school was good 
and the exertions made by the fiiculty were scholarly and able, but of 
no avail. In 18G5, at th{f\;lose of the spring term, the school adjourned 
for a period of five weeks, and in July the ti'ustees suspended it indefi- 
nitely. The next iive years were a period of trial and suspense for the 
■friends of the school. An act was passed in ISGG to provide instruc- 
tion in the special ju'eparation of teachers. Accordingly nearly 150 
Averc traiiuul at the Providence Conference Semimiry in East Green- 
wicli and at the Lapham Institute in Scituate. The ex])ense to the 
State was nearly $2,500. 

But the need of a nornuil school was just as imperative as ever, 
and extracts from tlie educatioruil reports from the various towns for 
the year 1800 show that the schools were sadly crippled in their efforts, 
because there was an insufficiency of trained teachers. In that same 
year Thomas W. Bicknell was appointed commissioner of education. 
lie fully realized the need of a training school ior teachers. The 
methods he used were on the same general plan as those employed by 
Mr. Barnard, The Rhode Island Schoolmaster, the educational paper 
of the State, was suspended in 1808, but Mr. Bicknell revived it. He 
also began the organization of teachers' institutes and educational 
lectures for the public. The cflbrts of his predecessors had not lost 
their elf(;ct, and as a result of the new interest the l)oard of education 
and the commissioner were made trustees. An ai)])r()])riation of 
$10,000 was voted. The opening exercises were held in September, 
1871. One hundred and fifty api)licants for admission presented them- 
selves, and certificates were given to 100, Before the end of that year 
the number of students was 115, of Avhom 8 were y<mng men. Brof. 
James C. Creenough was ])rincipal. 

Among the last important links in the history of the school was the 



EDUCATION OF WOMEN. 91 

appropriation of $40,000 by tlie May session of the legislature in 1877 
to provide a permanent home for the scliool. The old high school 
estate was secured, and is now the home of tlie normal school. Since 
the reorganization the normal school has maintained its standard and 
has held its rank at the head of the public-school system of the State. 
The account of this school has been inserted under the chapter of 
education for women, because the personnel of the school is almost 
entirely of women. 



PART IV. 
BEOW:^^ UNIVEESITY. 

The university now bearing the name Brown University is the only 
one which has had more than a chartered existence. It was founded 
in Warren in 1764, and its original name was Ehode Island College. 
This change was made in accordance with a provision in the charter, to 
the effect that at any time thereafter a more particular name in honor 
of the greatest and most distinguished benefactor might be given. 
Built by the self-sacrifice and personal exertions of the founders, with 
the exception of a few years duriug the revolution, its existence has 
been uuintei-rupted, although its history has been varied. It has had 
periods of prosperity and i)eriods when the friends of the university 
trembled and anxiously awaited the outcome ; but the very*storms have 
served but to strengthen the university in the principles of a worthy 
endurance. 

The graduates of Brown are in every station in life, and gratefully 
acknowledge their debt of gratitude to those who taught and guided 
them in their university career. Brown has been fortunate in the good 
and noble men who have shaped its policy and assisted at its councils. 
The names of Manning, Way land, Sears, Caswell, Dunn, Diman, and 
Gammell will recall men whose lives were consecrated to the highest 
good of their fellows. The influence of such men is more than local; 
it lives in the lives of the students who came in contact with it, and 
the whole world of letters is better for the lives of these Christian 
scholars. In a smaller college the student has an advantage in that 
he can come in contact with professors during nearly all his course. 

The location of Brown in Providence, the largest city in the State, 
has given the university prominence, and it has availed itself of the 
opportunity for making its influence felt in the community. The lead- 
ing men of the university have been characterized by a public spirit, 
which has led them to respond to the call of the municipality or of 
the State. Not only at home but also abroad the academic staff have 
won distinguished merit an d recognition by their public services. Brown 
University, which is already in possession of an honorable past, is now 
girding itself for still greater usefulness in the future. The periodnow 
opening with the academic year of 1894, is one of greater prosperity 
than that of any preceding, and the policy of the present administra- 
tion is so shaping itself that this opportunity may be utilized to the 
utmost. 

93 



94 UISTOin' OF HIGHER EDUCATION IN RHODE ISLAND. 

PiiKSiDKNT Manning, 17Gi-1791. 

Tliosc Avho write the history of tlie institutions of learn in j;' of the hist 
two centuries must go behind the final nioveuicnts which resulted in 
the establishment of the college or academy. Tiie political iind social 
environment of the leadeis must be ch)se]y studied, for they were men 
of strong personality. Those Avho came to the front were characterized 
by broad views, except in some cases where there was a, denomina- 
tional bias. The relation between church and state was close, and 
the civic leader needed the ecclesiastical aid. The mau who in its 
beginning may be said to have been the college was James Manning. 
If some of the later administrators are entitled to be called saviors of 
their college, to him belongs the title of father of the college. With 
him the college was ever present; Avhether in the halls of the colonial 
or of the State legislature; in all, either public or jirivate, be was ever 
iduuninghow he miglit best promote the interests of lihodo Island Col- 
lege. The biography of Manning in his later years is the story of the 
institution, so closely was he ideutilied with it. The history of the 
foundation retlects his life. 

OIUECT OF THE COLLEGE. 

The lirst ])resident of Rhode Island College, afterwards Brown Uni- 
versity, was James Manning. The design of the college originated with 
the Philadelphia I>aptist Association, and they decided to place it in 
Uhode Island. Manning, who had been selected by the association as 
its agent in the matter, came to Khode Island and began the establishment 
of a college. The Baptists, then a small denomination, felt the need 
of an institution where their youtli could be trained in their belief. 
There was the academy at Hopewell, N. J., a preparatory school, but 
the denomination desired a college. 

Among the early documents of the university is one which states 
the very object of the institution. In order to explain this document, 
the a<'Count of the change of location must be very brietly anticipated. 
The lirst location was at Warren, in 1 704; six years later, after nuich 
discussion, the university was removed to Providence. A movement 
was at once started by those who had wished the location to be at 
Newport, to secure a charter for a new college at that town. The cor- 
poration of Rhode Island College at once decided to ])etition the gen- 
eral assembly for the rejection of the new charter. A memorial was 
prepared and a committee chosen to i)reseiit it in the assend)ly. This 
document will clearly sliow the reason for the establishment of the col- 
lege. 

To the honorable the general assevihly of Ihc eolouy of h'hode Ixhuut, to all at yetrport o7i 
the first Wednesdaij in May, 1770. 

The reiiionstnxnoo of tlio trustees and follows oftho corporation of Ibo college in 
said colonics liiinibly showctb — 

That tlio several denominations of Baptists residin;.'; in most of tbo Hritisli north- 
ern colonies are, taken collectively, a cousidorablo body of Christians; and those 



BROWN UNIVERSITY. 95 

people having of late years taken into consideration that tliern arc; no pn])lic semi- 
naries for the education of youth where those of that persuasion can enjoy equal 
freedom and advantages with others, were thereby induced to form a resolution to 
erect a college and institute a seminary for the education of youth somewhere in 
North America, to bo effected chiefly, if not altogether, by the application and at 
the cost amPexpeuse of tho Baptist churches. That, having proceeded thus far, 
they began to inquire after the most convenient place for executing their design, and 
on deliberation, finding that the colony of Rhode Island was settled chiefly by Bap- 
tists, that a very considerable part of the inhabitants are still of that persuasion, 
and that a universal toleration of liberty of conscience hath from the beginning 
taken place in it, they had great hope it would prove a jiroper place for founding a 
college, and in which the infant institution might be most encouraged; and accord- 
ingly they applied to tho general assembly of said colony for a charter of incorpora- 
tion, which they thankfully acknowledge was freely granted them. 

That in forming this charter care was taken that, notwithstanding tho burden of 
expense was to fall chi(;fly on the Bai)tists, jet no other Christian society should be 
excluded from the benefits of it, and, accordingly, asufficient number from each of 
the principal of them was taken in to be trustees and fellows in the corporation as 
might be able to take care of and guard their interest in it in all time to come. 
And the youth of every denomination of Christians are fully entitled to and actually 
eujoy equal advantages in every respect as the Baptists themselves, without being 
burdened with any religious test or complaint whatsoever. ' 

SKETCH OF .JAMi:S MANNING. 

James Maniiiii,!'- was born in Elizal^etlitown, JJ?. J., October 22, 1738. 
His father was a farmer. Of liis mother it was said " she exemplified 
in her daily life tho happy and sanctifying influences of tho Christian 
religion." In later years Manning was said to have preeminently good 
sense, and there is no doubt but tliat ho owed much of it to his homo 
training. Of his schoolboy days but little is known. Said the editor 
of his published letters : " I l)ave not found in tlie whole series of letters 
one missi)elled word." That fact indic-ates some degree of diligence 
and a}>plication in tlie elementary education which he received. He 
entereil a preparatory school at Hopewell, where an academy bad been 
opened " for the education of youth for the ministry." At the ago of 
20 he was admitted to membership in the freshman class of the 
College of New Jersey. The information with reference to his college 
days is meager, but he is said to have been characterized by diligence 
and devotion to his studies. He excelled in rhetoric;, eloquence, moral 
philosophy, and the classics. He was also fond of athletics. He was 
graduated with the second honor in a class of 21. Shortly after 
graduation Manning made preparation to enter upon the minis- 
try, the i>rofession which was to be his life work. In the sketch of the 
early days of the college the preliminary steps in its establisliment 
were described. Manning, after graduation, had made a tour through 
the southern colonies and had come to Ilhode Island to found a college. 
From his account of the college, which he never completed, it is seen 

' History of Brown University from Illustrative Documents. R. A. Guild. Pp. 
205, 206. 



OG HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

tliat lie was \ovy prominent in (lie work of organization. Tlie eliarter 
was secured in February, 17(>-4, but no home for the college had been 
provided. It seemed desirable that the location should be in some jdace 
■where the president conld i)rt'a('h, in addition to the work of instruc- 
tion. The two ehurehes in Newport had eonji)eteut preH^hers and 
there were reasons why a settlement at rrovideuce was undesirable at 
that time. In April of the same year Manning removed with his family 
to Warren, where he opened a Latin school, preliminary to collegiate 
instruction. This Latin school founded by him has continued till the 
present time, and is known as the University Grammar School. Man- 
ning at the second meeting of the coii)orat ion held in Newport, Sep- 
tend)er, ITtJo, waselectcd ''president of the college, i)rofessor of languages 
and other branches of learning, with full power to act in these capaci- 
ties at \Varren, or elsewhere." 

Manning IVom the very beginning of his connection with the college 
had its wellare deeply at heart, lie knew nothing which was para- 
mount to the state of religion in the country and Kliode Island College. 
Thedctailsof his life hencet\)rth are so clos(>ly identilied with the phases 
and crisis of the college that they Avill be given in their appropriate 
place. 

lOUKKSl'ONDKNCK. 

Manning was an active eorrespoudeut with all whom he thought could 
assist the college. In nearly all of his letters, in some way or other, he 
makes reference to the needs of the college. In one letter to Kev. John 
Eyland, of Kngland, he says: 

"What think you of an ai>i)lu'atiou to Enghinil, by sonio snitablo porsou, in order to 
anj>nu'ut our little ami insuniciout fund, as Mr. Edwards made but a partial applica- 
tion; or would a welJ-conocrtod scheme of a lottery to raise £1,000 or £2,000 meet 
with oiicourajieuuMit by the sale of tickets in England? 

'V\w reply to this ])art of the letter is as follows: 

As to raising moni\v by a hit (cry, I dislike it fiom the bottom of my heart. 'Tis a 
scheme dishonorable to the supri'me head of all worlds and of «>very true church. 
We have our till of these cursed gambling lotteries in London every year. They are 
l)ig' with ten thousand evils. Let the devil's childriMi liavi* tlu>in all to them.^elves. 
Lot us not touch or taste. 

Injustice to the sentiments of Manning on the subject of lotteries he 
continues to the same friend ii» reply : 

Your oi)inion of lotteries coincides with mine; but some of our friends urged me 
to mention the subject, as they could not see a ])rospect of supplies in any other way. 
Besides, I believe there have not been such initiuitous methods used in this matter 
with ns as in the State lotteries at home. They have been used to promote good 
designs. 

In another letter to a friend in England he says: 

Do you think it would be worth while for an American Indian, as we are generally 
deenuMl, to visit England on the errand of collecting some more money lor our col- 
lege? 



BROWN UNIVERSITY. 97 

A list of " worthy men of learning and character who desire the hon- 
ors of Ehode Island College" iii England had been sent to Manning. 
Before honoring them tlius it was the wish of the faculty to know if they 
had been consulted personally, and if they desired the honors, other- 
wise they feared the bestowal of the honor would do the college harm. 
Manning, who had conducted tlie correspondence, was informed in reply 
by Ryland : 

For mc to ask any of those gentlemen I nominated in my letter whether he would 
please to accept a degree from your college would spoil all the honor and delicacy of 
conferring it. Its coming unsought, yea iinthought of, constitutes its chief excellence 
and acceptahleness to men of fine feelings. For my own part I would not have given 
you a single farthing, or so much as a thanks, for a feather if I had it not in my power 
with the utmost truth to say, "I neither sought it nor bought it, nor thought for a 
moment about it." 

Letters of acceptance of gifts to the college, urging its claims on the 
friends of the denominations, notes of condolence, and letters discuss- 
ing mooted points in theology occur at frequent intervals till 1779, 
when Manning left the city for awhile to visit his friends. From the 
wide range of topics which came under discussion his ability and devo- 
tion to the college were recognized. 

FUNDS AND LOCATION OF THE COLLEGE. 

The charter had been secured for the new college and James Manning 
had been chosen to the presidency. The college opened with one 
student. Although there was but this one college in the State, it was 
practically in charge of a single denomination. The charter was such 
that other denominations were to be represented, but the management 
was vested in the Baptists. When the question arose how funds were 
to be raised, the corporation naturally looked to their own denomina- 
tion, not only in this country, but in Europe. Among the friends of 
the college in its immediate neighborhood, the sum of a trifle more than 
$1,000 was raised. The corporation furnished credentials to the Rev. 
Morgan Edwards, who offered to go to England and Ireland, in order 
to see what could be done there for the seminary. Wales was his 
native country, but he had received his education in Ireland. He had 
the indorsement of many of the clergy of his denomination, and from 
the assistance of friends of the cause raised $4,500. Writing from 
London to President Manning he says : 

If I AA'ere to stay in London ever so long I believe I should get money, but it comes 
so slowly and by such small sums that I can not spare the time. However, I may 
depend on the friendship of two or three when I leave the Kingdom, who have prom- 
ised to solicit for us, and do not doubt but what they will do more than I shall be 
able to accomplish, as they may watch convenient seasons. There have been no less 
than six cases of charity pushed about this winter, viz: Two from Germany, two 
from the country of England, and two from America. The unwearied beneficence of 
the city of Loudon is amazing 

At the South, by vote of the corporation. Rev. Hezekiah Smith was 
empowered to solicit subscriptions. He was absent from home a little 
1123 K I 7 



98 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

more than eiglit iiionths, and traveled through Georgia and South Caro- 
Hna. The friends in these provinces came to the help of the cause ho 
])leaded and he reported to the corporation the sum of $2,500. Tlie 
funds raised by ]*]dwards were devoted to an income for meeting the 
salary of the president, and those raised by Smith were devoted to build- 
ing purposes. In the South these subscriptions ranged from £100 to 10 
shilhngs, and represented a large number of subscribers, but were not 
sufficient to sustain the college. Before steps could be taken to raise 
more money, another (piestion arose. This was a point involving the 
location of the college, whether it should remain at Warren, or be 
removed to sonui other part of the State. 

Morgan Edwards, one of the early chroniclers of the college writes: 

To tho year 1769 this sominary was for the most part friendless and moneyless, aud 
therefore! forlorn, in so nmcli that a college edifice Avas hardly to be thought of. lUit 
Mr. Edwards making reuuttanccs from England, some began to hope, aud many to 
foar that tho institution -would come to something and stand. Then a building and 
a jjlaco for it ■were talked of, Avhich opened a new scene of troubles and contentions 
that had well-uigh ruined all. Warren was at first agreed upon as a proper situa- 
tion, where a small wing was to be erected in tho spring of 1770, aud about £800 
raised towards it. 'But soon afterwards some who were unwilling it should bo there, 
and some who were unwilling it should bo anywhere, did so far agree as to lay aside 
the said location aud propose that the county which should raise most money should 
have tho college. Then the i'our counties went to work with subscriptions. 

T'lie four counties were Bristol, Kent, Newport, and Providence, 
although at tho outset the contest lay between Warren and East Green- 
wich. 

At the annual meeting held for the first time in Warren, a committee 
of four, with the president, reported that the college be located in some 
jiart of the county of Bristol, and it was so voted. Soon after that 
meeting a notice appeared in the Providence aud Newport paper 
that— 

Application has been made by the gentlemen of Kent County setting forth that 
they have opened a subscrijition for founding and endowing said college, on condi- 
tion that the edifice be erected in tho coiuity of Kent; aud desiring an opportunity 
for a.ssiguing their reasons to the corporation for a rcconsidi'ratiou of tlieir vote at 
their last meeting, for erecting tho edifice in the county of Bristol. The meeting of 
the corjioration was called to meet at Newport November 14, 1769, at which time 
aud place the gentlemen concerned in securing subscriptions for the diflVrent places 
arc desired, by themselves or their committees, to appear, present their several sub- 
scriptions, and otTcr their reasons in favor of the respective places. 

This notice at once brought the matter under discussion again. 
Moses Br(>wn appears to have been the iirst to suggest that the college 
be located in Providence. At the meeting of the corporation memor- 
ials were x)resented Irom the towns that were striving to secure the 
l)rize. How far their zeal was influenced by a desire to secure the best 
welfare of the institution can not be determined. The arguments, 
however, are interesting. In the memorial from Providence the fol- 
lowing were alleged as reasons why the college should be placed there: 

First, that it is absolutcdy luu^'ssary that there be money enough collected for 
erecting tho college edifice aud other buildings. Sensible of this tho inhabitants 



BROWN UNIVERSITY. 99 

we represent generously subscribed £800, ui)on principles of regard tind esteem for 
so useful aud necessary an institution. 

The principal benefit to a college is the number of students, which may ration- 
ally be supposed to be greater at Providence than at either of the other places pro- 
posed. Reference was made to the catholicity and liberality of the charter and the 
argument advanced that students of various denominations could find churches of 
their own order at Providence. 

There was also the centraf situation, the free, cheap, and easy communication 
between the northern colonies and the several towns in this and the neighboring 
governments. To this may be added the greater plenty and cheapness of all kinds 
of provision, fuel, clothing, and cheapness of board. 

The ease and convenience with which parents may visit their children to see their 
proficiency, as well as in case of sickness or accidents, where the best physicians 
and remedies arc at hand. * <• " 

We liave a public library whicli, in the infant state of the seminary, must be very 
useful to all the scholars, and particularly for those who may incline to the study of 
law or j)hysic (either before the first or between that and their second degree). We 
have not only large and useful libraries in both these faculties, but gentlemen of 
eminence, who would be very useful in the prosecution of such studies. 

We have two printing offices, which will much contribute to the emoluments of 
the college, there being thus published a weekly collection of interesting intelli- 
gence, which not only tends to the enlargement of the minds of the youth, but 
which will give them early opi)ortunities of displaying their genius upon any and 
useful subjects, and which must excite in them an emulation to excel in their 
studicNs. 

lu the memorial from East Greenwich : 

The county of Kent is the most proper place for erecting said college edifice. 

First. It is situated nearly in the center of the colony. This will more eftoctually 
accommodate each respective county, and therefore if the corporation should ever 
petition for the aid and assistance of government, it is more probable thej- will unite 
in forwarding and promotiong such grants. 

Secondly. The local subscriptions of Kent, united witli the several general sub- 
scriptions, are sufiQcient to build and complete said college, and those temporary 
subscriptions will be found altogether insufficient for keeping up and perpetuating 
the institutional expenses. ' * ' 

Thirdly. As institutions of this kind have been found by experience not to pros- 
per in popular towns, we think the town of Providence too large now in its pres- 
ent condition. As it is a place well calculated for trade, it is altogether reason- 
able from thence to conclude that the growth and enlargement of it in a very few^ 
years will render it quite unsuitable for seminaries of learning to be placed in. The 
town of East Greenwich, on tlie contrary, is well situated as to pleasantness, the 
town being large enough to accommodate the students effectually, and situated upon 
the i)ost road, so that an easy correspondence might be had with any part of the 
continent, there being likewise a iiost-offico in town, and every other advantage as 
to communication with other governments that Providence can urge. 

Furthermore, as it has been strongly argued, this institution is founded upon the 
most Catholic plan, therefore they say they have singular advantages over Kent as 
to the accommodations of the different religious denominations. In answer to this 
we can say, in behalf of Kent, we have a Friends' and a Baptist meeting house 
nearly situated to the place where the college is proposed to be set; also a meeting- 
house of the Separates within 3 miles of East Greenwich, upon a good road, free 
from ferries; and it is highly probable, if the college is fixed at Kent, there will be 
a church and a Presbyterian meeting house built aoon. 



100 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

From Newport these claims were urged: 

From the smallness of the college funds it is certain that the principal and surest 
support must arise from tho number of students; and-svhoever considers the number 
of inhabitants in Newport, the reputation of the island for health and pleasantness, 
the easj' communication we have with all parts of this government, and with the 
Western and Southern colonies, and the cheaimess with which pupils may be boarded, 
must confess that no place in this colony is so proper to fix tho college in, nor so 
likely to afford a sufficient number of students, as this town of Newport. 

Besides, a considerable advantage may be derived to the professors and stuilents 
from the library (Tbe Redwood) in this town. A library calculated for men of learn- 
ing, consisting of a great number of well-chosen books upon all arts and sciences, as 
well as a very great number in the learned languages, the use of whicli may be allowd 
the pupils, under the discreet care of the president and tutors. This, in the infant 
state of the college, must be allowed to have great weight. 

Such was the tone and such were the arguments used by the 
memorialists, although the memorials have not been given in full. In 
the light of the present day the arguments urged, in some cases appear 
amusing, but the different claimants were all in earnest to secure the 
location. The meeting called for November 14, 1769, continued three 
days. Wednesday morning it was resolved : 

To recede from the vote of the last jueeting to erect the college edifice in the town 
of Bristol. 

In the afternoon it was voted : 

That tho business of the corporation be not postponed to a distant adjournment. 

Thursday morning it was resolved: 

That the place for erecting tho college bo now fixed. But that, nevertheless, the 
committee, who shall be appointed to carry on the building, do not proceed to pro- 
cure any other materials for the same, excepting such as may be easily transported to 
any other place, should another hereafter be thought better, until further orders 
from this corporation, if such orders be given before the 1st of January next; 
and that in case any subscription be raised in the county of Newport, or any other 
county, equal or superior to any now offered, or that shall then be oft'ered, and the 
corporation be called in consequence thereof, that then the vote for fixing the edifice 
shall not be esteemed binding, but so that the corporation may fix the edifice in 
another place in case they shall think proper. 

The last meeting of the corporation to decide the question of location 
was held at Warren, February 7, 1770. Says Manning in one of his 
letters : 

The dispute lasted from Wednesday last, 10 o'clock a. m., until the same hour on 
Thursday p. m. The matter was debated with great spirit and before a crowded 
audience. The vote was put, recede or not. It went not, by 21 against 14. In the 
course of the debates there was sometimes undue warmth, but upon the whole it 
subsided, and all parties seemed much more unanimous than I expected in after 
business. Many of the gentlemen of Newport said they had had a fair hearing and 
had lost it; but their friendship to the college remained, and they would keep their 
places, pay their money, and forward to their utmost the design. 

Thus ended the controversy, and the location was decided in favor 
of Providence. A petition was made to the assembly for a charter 
for a college in Newport. It was favorably received in the house, 
but indefinitely postponed by the Senate. 



BROWN UNIVERSITY. 101 

FIRST COMMENCEMENT. 

The historian Arnold wrote of the first commencement, »Sei)teraber, 
1769: 

Four years had elapsed since tlie college at Warren was organized, and the gradu- 
ating exercises of commencement day now opened a new era and established the 
earliest State holiday in the Ifistory of Rhode Island. It was a great occasion for the 
people of the colony, and as each recurring anniversary of this time-honored institu- 
tion of learning calls together from distant places the widely scattered alumni of 
Brown University we do but renew on a more extended scale the congratulations 
that crowned this earliest festival of Rhode Island college. The first graduating 
class consisted of 7 members, some of whom were destined to fill conspicuous places 
in the approaching struggle for independence. It was noticed as a significant fact 
that all who participated in the event of the day, from the president to the candi- 
dates, were clothed in American manufactures.' 

The members of the class were Charles Thompson, valedictorian, and 
afterwards a chaplain in the Eevolutionary army; liichard Stiles, 
salutatorian ; Joseph Belton, Joseph Eaton, William Williams, William 
Rogers, afterwards a chaplain in the Revolutionary army, and James 
Mitchell Yarnum, afterwards a brigadier-general in the Revolution, 
an eloquent member of Congress from Rhode Island, and finally judge 
of the Northwestern territory. From 1 pui)il (William Rogers) at the 

' Contrast with the above, the following account of the commencement of June, 
1878, by Prof. Diman : 

Among the great festivals which break the rapid and unending round of the sea- 
eons there is none that brings with it the peculiar associations which belong to that 
which we celebrate to-day. There are others more closely connected with household 
memories, or with the great events of ecclesiastical or civil life; but commencement 
calls back the buoyant feelings of the early days when hope was bright and when 
aspiration was high, and the long procession with which it fills our streets, lead by 
the alert and eager step of youth and closed with the tottering steps of age, is a sol- 
emn panorama of human history. There are other processions which have more to 
attract the attention of the crowd, but there is none more impressive to a thought- 
ful observer. Year by year for more than a century it has pursued its accus- 
tomed route; each year some familiar form is missing from it, yet each year the 
vacant places are filled and it grows larger and larger with the sturdy growth 
of the ancient university, each season bringing its new accessions, one day in turn to 
become gray-haired and pass away. We can not but think that some wholesome 
lessons are conveyed by such a spectacle, and that few can walk to-day in this long 
line, in which successive generations are thus represented, without having reflec- 
tions tinged with a more sober coloring. It must be a benefit once a year to turn 
aside from the accustomed associations, which so often are centered in selfish andlim- 
ited aims, and which, when eagerly pursued, so often withdraw us from a wide sym- 
pathy with our fellows, and revive the generous aspirations of youth and renew the 
cordial fellowship which is the distinctive note of a liberal culture. It is easy 
to imderstand the feeling which restrained many, especially the older graduates, 
from taking part in this annual academic festivity. The thinned ranks of the classes 
that close the procession mingle a bitter drop in the joy with which the survivors 
greet each other. Yet we can not but think that they act more wisely who keep 
green in old age the recollections of youth, and who once a year make themselves 
young again among their old college classmates. 



102 IIISTOKY OF HIGHER EDUCATION IN RHODE ISLAND. 

opoiiiiig- of the college, it had grown to the number of 7 at grad- 
uation. From the daily paper is taken the order of exercises: 

1. 'I'ho s;ilut;vtory oriition. Wifliaril (Utiles. 

2. Tho Ainciiouns, in thoir present circuinstancos, ran not (oiisisU'nt with ^ood 
])olioy ivllVct to become an independent state; ;i, forensic dispnte. .lames M. Varnnni 
and William Williams. 

I!. An oration on benevolence. AVilliam Rogers. 

•1. Materia cof>itare non potest. A syllogistic dispntation in Latin. William Wil 
liams, .Joseph lielton, .loseph Eaton, "William Rogers, James M. Varnnm. 

f). Tll(^ oratorial art; an oration Avith the valedictory addresses. Charles 'i'lumip- 
son. 

The following aecount of the iirst eomnuMicenu'nt appeared in the 
Providence Gazette and County Journal: 

On 'riuirsday, tho 7th instant, was celebrated at Warnni (ho Iirst conuneucement 
in th(^ college of this colony. About 10 o'clock a. m. the gentlemen concerned in 
conducting the atlairs of tho college, togother Avith the candidates, -went in ])roce8- 
siou to tho mcetinghonso. After they bad taken their seats, respectively, and tho 
audience were composed the president introduced tho business of tho day with 
prayer. Then followed a salutatory oration iu Latin, pronounced with mnch spirit, 
by Mr. Stiles, whiili procured him great .applause from tho learned i>art of tho 
assembly. He spoke upon tho advantages of liberty and learning and their mutual 
dei)endence upon each otluu', concluding with jiroper salutations to tho chancellor 
of the college, governor of tho colony, etc., particularly exi)ressing the gratitude of 
all the friends of the college to tho Rev. JMorgau Edwards, who has encountered 
many difliculties in going to Europe to collect donations for the institution and has 
lately returned. 

To which succeedtMl a forensic dispute, in English, on the following thesis, namely : 
"The Americans, in their present circumstaucos, can not, consistent with good pol- 
icy, alfeet to become an independent State." ISIr. A'arunm ingenuously defended it by 
cogent arguments handsomely dressed, though he was subtly but delicately opposed 
by Mr. Williams, both of whom spoke with emphasis and propriety. As a conclu- 
sion to tho exorcises of tho forenoon tho audience were agreeably entertained with 
an oration on bonovolenco by Mr. Rogers, in which, among many other pertinent 
observations, ho particularly noticed the necessity which that infant seminary 
stands in of tho salutary etfects of that truly Christian virtue. 

At 3 o'clock p. m., tho audience being convened, a syllogistic dispute was intro- 
duced on this thesis: '• Materia cogitare iion potest" — Mr. Williams the respondent; 
Messrs. I>elt(m, Eaton, Rogers, and Varnnm tho oi>poucnts — in tTie course of which 
dispute the ])rincipal arguments on both sides were j)roduced toward settling that 
critical point. The degree of bachelor of arts was then conferred on the candidates. 

A ccmciso, ]>ertinent, and solemn charge was then given to the bachelors by the 
president, concluding with his last paternal benediction, which naturally introduced, 
tho valedictory oratoi', Sir. Thompson, who, after some remarks upon tho excoUeneo of 
tho oratorical art and Qxpressions of gratitude to tlu> ])atronsand oflicers of tho college, 
together with a valediction to them and all i>resent, took a most alVectionate leave 
of his classmates. The scene was tender, tho subject felt, and the audience adected. 

The president concluded the exercises w"ith prayer. The whole waa concluded with 
a ])ropriety and solemnity suitable to tho occasion. The audience (consisting of the 
jtrincipal gentlemen and ladies of this colony and many from the neighboring gov- 
ernments"), though large and crowded, l)ehaved with the utmost decorum. In the 
evening Rev. Morgan Edwards, by particular lequest, preached a sermon, especially 
addressed to tho graduates and students, from Phil, in : 8 : " Yea. doubtless, and I 
count all things but loss lor the excellency of the knowledge of Christ Jesus my 
Lord," iu which (after high eiicumiums on the liberal arts and sciences,) the superior 



BROWN UNIVERSITY. 103 

knowledge of Cliriat, or the Christian srieuec, was clearly and fully illustrated 
iu several striking examples and. gimiles, one of which follows : "When the sun 
is below the horizon the stars excel in glory; but when his orb irradiates our 
heniisi)heie their glory dwindles, fades away, and. disajjpcars." 

Not only the caudi<lates, but even the president were dressed, in American manu- 
factures. Finally, bo it observed that this class arc the first sons of that college 
which has existed for more that four years, during all which time it has labored 
nnder great disadvantages, notwithstanding the warm patronage and encourage- 
ment of many worthy men of fortune and benevolence, and it is hoped, from the 
dis])ositiou which many discovered on that day and other favorable circumstancee, 
that these disadvantages will soon, in part, be happily removed. 

The custom whicli was then begun of having a sermon on com- 
mencement was continued until Dr. Wayland's administration in 1828. 
Its i)lace has been taken by the president's levee, held on the evening 
of commencement. The sermon to tlie graduating class is delivered 
the Sunday before commencement. Commencement has been changed 
from September to the third Wednesday iu June. Class day occurs on 
the Friday before commencement. 

In 1786 these two resolutions were passed by the corporation: 

Resolved, That iu future the candidates for bachelor degrees, being alumni of the 
college, shall be clad at commencement in black flowing robes and caps, similar to 
those used at other universities. 

Resolved, Tba,t an exclusive right of furnishing such robes and caps, for the use of 
the candidates, be granted and confirmed to an undertaker for the Bi)ace of fifteen 
years. 

COURSE OF .STUDY. 

The colleges and universities of this country were founded upon the 
model of those in the mother country. There the universities were 
established for those who were intended for the professions of divinity 
and law. The courses of study were strong in the classics or in math- 
ematics. There was nothing in the early history of the college like a 
course of study as it is understood to-day, but from a revision of the 
laws made in 1783 some idea of the curriculum can be gathered : 

The president and tutors, according to their judgments, shall teach and instruct 
the several classes in the learned languages and in the liberal arts and sciences, 
together with the vernacular tongue. 

The following are the classes appointed for the first year, namely: In Latin, Vir- 
gil, Cicero's Orations, and Horace, all in usum Delphini; in Greek, the New Testa- 
ment, Lucian's Dialogues, and Xenophon's Cyropaidia. P^or the second year, in 
Latin, Cicero de Oratore, and Ciesar's Commentaries; in Greek, Homer's Iliad, and 
Longinus on the Sublime, together with Lowth's Vernacular Grammar, rhetoric. 
Ward's Oratory, Sheridan's I^ectures on Elocution, Guthrie's Geography, Kaime's 
Elements of Criticism, Watts and Duncan's Logic. For the third year, Hutchin- 
f on's Moral Philosophy, Doddridge's Lectures, Fenning's Arithmetic, Hammond's 
Algebra, Stone's Euclid, Martin's Trigonometry, Love's Surveying, Wilson's Navi- 
gation, Martin's Philosophia Britannica, and Ferguson's Astronomy, with Martin on 
the (jJlobcs. In the last year, Locke on the Understanding, Kennedy's Chronology, 
and Bolingbroke on History, and the languages, arts, and sciences studied in the 
foregoing years to be accurately reviewed. 

Two of the students, iu rotation, shall, every evening after prayers, pronounce a 
piece upon the stage; and the members of the college shall meet every Wednesday 



104 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

aftcruoou iu the liiill, iit tlio riiigiug of tho bell at 2 o'clock, to pionounco, before 
the president and the tutors, pieces well committed to memory, and that they may 
receive such corrections in their manner as shall bo Judged necessary. 

It is not permitted anyone, in the hours of study, to speak to another except in 
Latin, cither iu the college ov in the college yard. 

MANAdEMENT. 

The inaiiiicjeinent of the university is vested in a corporation wbich 
consists of two brunches — that of the trustees and that of the fellows — 
with distinct, separate, and respective powers. The trustees are 36 in 
number, of wlioin 2li are forever to be elected ot the denomination called 
Baptists, or Antipa'dobaptists, o of the denomination called Friends, 
or Quakers, 5 ot the denomination called Episcopalians, and 4 of the 
denomination called Conj.fregationalists. These were the denomina- 
tions of New England a century ago. The number of the fellows, 
including the president, who must always be a fellow, is IL*, of whom 8 
are forever to be elected of the denomination called l)ai)tists, and the 
rest indillerently of any or of all denominations. Tlie president must 
forever be a Baptist. Once in three years the corporation, at its annual 
meetings, must chose from among- the trustees a chancellor of the uni- 
versity and a treasurer, and from among' the fellows a secretary. The 
oflice of chancellor is merely to preside as m: derator of the trustees, 
the ])resident, or in his absence, the senior fellow, being the moderator 
of the fellows. The instruction and immediate government of the col- 
lege is, and must forever continue, to rest in the president and fellows, 
or fellowship, to whom, as a "learned faculty," belongs exclusively the 
privileges of adjudging and conferring the academical degrees. 

PROMINENT MEN. 

Among nearly all the men of that day who were farseeing and who 
appreciated the advantages of education for their own and for succeed- 
ing generations, the college made friends. It also received the sup- 
])ort of those who were not directly engaged in literary pursuits, but 
were in business or in commerce. This was the period of grcMit activity 
in the colony, as her magnificent bay afforded a means of distribution 
for all New England, so that the benefits of commerce might be real- 
ized ami appropriated. The connection between commerce and educa- 
tion finds many illustrations in our colonial history. The interest on the 
other side of the Atlantic has been seen, in the success which Edwards 
met in securing funds for the college. Then too, at the South, there 
was disi^layed the same zeal. 

In Governor Hopkins the college had a firm friend, and his interest 
was recognized by his election as chancellor. He was an advocate of 
the locatit)n of the college at Providence, and by his extensive learning 
and genuine love of literature proved a most efficient coadjutor of Presi- 
dent Manning, in all the plans and efforts of the latter, for the eflfi- 
ciercy and usefulness of the college. The Browns, from one of whom 



BROWN UNIVERSITY. 105 

the university takes its name, have ever been deeply interested in this 
seat of learning. 

In 1866 Mr. Ives resigned the treasurership. For nearly a century the afTairs of the 
college liad been managed, as we have seen, with unconiiiion wisdom and skill, by 
the representatives of a single family. It is doubtful if a similar instance cau be 
found in the history of any other college, and it is certain that there can not be 
found four successive treasurers thus related, who liave displayed such remarkable 
munificence, ability, and zeal in promoting the welfare of an institution of learning. 
For this the names of .John Brown, Nicholas Brown, Moses Brown Ives, and Robert 
Hale Ives will be held in everlasting remembrance by the graduates and friends of 
Brown University.' 

In colonial days appear the names of Dr. Ephriam Bowen, Governor 
Joseph Wanton, Hon. James Houeyman, of jSTewport; Nicholas Easton, 
a prominent merchant of Newport; Governor Sanniel Ward, Dr. Joslina 
Babcock, of Westerly; Judge Daniel Jenckes, liev. Samuel Stillman, 
of Boston; Eev. John Gano, of New York, and Jabez Bowen. Many, 
by self-sacrifice, sent their sons to tlie institution, thereby recognizing 
its usefulness; others, when the university was inveighed against, 
defended her good name. It is gratifying to think that many of them 
lived to see the institution established on a firm basis and to see the 
sons of Brown rising up to call her blessed. 

DISCIPLINE. 

Regarding the early discipline of the college we have the ideas of 
Manning himself, in a set of rules which he i)repared in 1783: 

And whereas, the statutes are few and general, there must necessarily be lodged 
with the president and tutors a discretional or parental authority; therefore, where 
no statute is particularly and expressly provided for a case that may occur, they are 
to exercise this discretionary authority according to the known customs of similar 
institutions and the plain, general rules of the moral law. And in general the pen- 
alties are to be of the more humane kind, such as are at once expressive of compas- 
sion for the oifender and of indignation at the offence, such as are adapted to work 
upon the nobler principles of humanity, and to move the more honorable springs of 
good order and submission to government. 

College life then was regulated more on the basis of the family. The 
professors and the tutors lived under the same roof with the students, 
and daily visits of inspection were a part of their duties. The follow- 
ing correspondence will illustrate the parental care and duties of the 
president : 

The late Judge Peleg Arnold, when about 18 years of age, in going to mill, heard, 
as he approached Friends' meeting-house at Upper Smithfield, a great noise like the 
breaking in of windows, and, being desirous of ascertaining the cause, rode up the 
hill to within about 20 rods of the house, when he discovered two young men on 
horseback, each with a club, smashing in the front windows of the meetinghouse. 

Immediately on seeing him they Avheeled and rode off at lull speed. He being a 
vigorous young man and determined to ascertain who they were, in order to bring 
them to justice, threw his bag of corn in the road and started in pursuit. The race 
was a sharp one and continued for 6 miles, when the judge came up with and stopped 

'Brown University, by R. A. Guild, p. 335. 



106 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

thoiii on Cnml>orl;uul Hill. After learning their names and places ot" residence he 
pornuttcd tbeni to {uocood. One of the vonnjj men proved to be a student in the 
college, and tho president, being informed of the circumstance. Avrotc to the clerk 
of the monthly meeting the following letter: 

PKO^■In^^'CK. Dcctiiibcr I:S, 1770. 

Sir: Yon may think strange that I. a stranger to you, should address yoii by this 
epistle, but ^vill excuse mc when I give the reason, which is an informatitm that I 
have received that one Scott, a youth under my tuition, some time ago, riding 
tbrongh Sr.iithtield (in company with one Dennis, of Newport), rode np to and in a 
most audacionsly wicked manner broke the windows of the Friends' meeting-house 
in said town, of Avhicli meeting I nuderstaud you are clerk. Upon the lirst hearing 
of this scandalons report I charged liim with the tact, which lie confessed, with no 
small degree of apparent penitence; whereupon I thought good to inform you, and 
by you the meeting, that they shall have ample reparation of damages and such 
other satisfaction as they shall think x^t'oper, being determined to punish Avith the 
utmost vigor all such perverse youth as may be entrusted to my care, as I hold such 
base conduct in the greatest detestation. 

You will bo so good as to let me know when the tirst meeting of business is held, 
that I may send him up to appear before them, and make not only reparation, but such 
a confession before the meeting as shall be fully satisfactory. I choose to mortify 
liim in this way, and should be very glad that some of the heads of the meeting 
Avonld admonish him fai*hfully, and show lum the evil of such doings, if this would 
be agreeable to them; but I speak this, not to direct them in the matter, but what 
would bo agreeable to me. M'hen this is settled, we shall discipline him with the 
highest luiuishmciit wo inflict, nest to banishment from the society; and with that, 
if he does not comply with the above. 

The youth has been but few mouths under my care, is a child of a respectable 
family in Kingston, Massachusetts Bay, and had his school learning at New Haven. 
I am sorry for his friends, and that it happened to fall to my lot to have such a 
thoughtless, vicious pupil; but am determined this shall be the last enormity, one 
excepted, of which he shall be guilty while under my care. I hope the meeting 
will inform me how he complies with these injunctions, if they think proper to take 
these or any other methods. Please, by the first op])ortunity. to favor mo with a 
line in answer to the above requests and you will do a favor to a real friend. 

J.VMES M.\XXING. 

Mr. TuoM.vs l..vi'U.\M, Jk., in SmithHeld. 

In repl.N to which, as requested. Thomas Lapham, Jr.. sent him the following 
letter: 

Smithfield, the 17th of l^ih mo., 1770. 

Eestectep Fiur.XD: These may inform that I received thy letter of the 12th 
inst., concerning one of thy pupil's base conduct, in breaking the windows of our 
meetinghouse, and agreeably to thy request therein, I hereby inform, that our 
meetings for business are held on the last tilth day of every month; so that our next 
will be oil the last fifth day (or Thursday) of this instant, at the house where the 
windows were broken. A meeting for worship begins at 11 o'clock, and commonly 
holds two hours; then begins the meeting for business. Therefore, if the youth 
appear before us, I intend to send thee an account of his second progress. I .am 
glad to hear such proper methods proposed for the settling of his scandalous deed, 
and that the afl'airs of the college iiiaj' be so conducted as to be a means of promot- 
ing virtue and piety, which are far preferable to arts and sciences, is the real desire 
of one who wishes well unto all. 

Thomas Lai'ha.m, .Ik. 



BROWN UNIVEKSITY. 107 

Tho young man, accordinjj to tlio direction of the president, appeared before tlio 
next monthly meeting for business, and informed the meeting what he had done, 
made a suitable aeknowledgnn.-nt, paid the damage done to the windows, received 
some wholesome ailinonition and a<Iviee, and returned to his college duties, it is to 
lie hoped, a better man. 

LAN]) ANJ> liUILDINCJS. 

The first oi' tha college buildings erected in l*rovidence was Univer- 
sity Hall. This was modeled after !Nassaii Hall of Princeton. Per- 
haps none of the college buildings has undergone more changes than 
this. Here was the chapel, and here was the dining hall when "com- 
mons" was in vogue; during the Revolution, barracks and a hospital 
were made from the hall; its rooms were used for dormitories and for 
recitations. The old stiuleut in returning to Brown to-day Avould not 
recognize the buildings; of the original plan all that remains are the 
walls. The interior has been fitted up in suites of rooms, and the 
entries which were formerly the scenes of midnight revelry have been 
divided and change<l. 

The first reference to a Imilding is on the records of the second meet- 
ing of the corporation held in 1705, from which it ai)i)ears $1,902 was 
subscribed for the building and for endowing the college. A commit- 
tee was chosen with instructions to take the matter in charge, but 
before a decision was reached the question regarding the i)ermanent 
location of the college arose. As soon as that was settled, by the vote 
of 1770, which bnnight the college to Providence, it was voted that the 
college edifice be built according to the following plan, viz: That the 
house be 150 feet long and 40 feet wide, Avith a i>rojection of 10 feet on 
each side (10 by 30), and that it be four stories high. 

The lot selected for the building comprised originally about 8 acres, and included 
a portion of the "home lot" of Chad Brown (who was one of the original proprie- 
tors after the native Indians of whom it was imrchascd). It was for this reason 
purchased through the agency of the Brown family, in order that the college might 
stand on the "original house-lot or home share, so called, of their pious ancestor "' 

Describing the location at that time, Mr. Edwards writes regarding 
it as " remarkably airy, healthful, and pleasant, being the summit of a 
hill iiretty easy of ascent and commanding a prospect of the town of 
Providence below, of the Narragansett Bay and tlie islands, and of an 
extensive country, variegated with hills and dales, woods and planes, 
etc. Surely this spot was made for a seat of the muses." This build- 
ing and the president's house were carried along together. The amount 
expended was $9,480. " Sundry supplies" were furnished by Nicholas 
Brown & Co. The account which was rendered of them as well as the 
money expended by the building committee, shows some of the customs 

and of the cm rent prices of that day. 

« . 

'Brown University with illustrative documents. R. A. Guild, 232. The cost of 
the land was $730. 



108 IllSI'oliV OK IJIGIIIOK EDUCATION IN iillOUE ISLAND. 

177(1. £ a. p. 

.liiii. 1. 'I'<>(!i.sli p.iid Col' I lio postago of ;i. IcM.or (-() tll(^ cni-porntion I H 

Miiy 'J'.U 'I'd ;{ i)tH. iiiiii iill(»wo»l John .loncUt'S i'or t.lui scow moil (i 10 

Miiy -•"•• To oii(^-liii'r(lii.y'H work of ICiirlo'H iK^gro I (> 

Miiy L'r>. To cjihIi paid (loiiiHlock lor ouo-liiill' day'H ciiiliiig willi (,lii'C(i crea- 

1 linn ;j 

.liinr 1. 'I'd Olid whcolltarr()w, iK'W, lm(. broke. <o |)i(MU!S in (Iio Hcrvico 10 (! 

.Iiiiif 10. To A gall. W»ih1) India riini for ilid digging of ilid well 1> 

Aug. -r>. 'I'd 1 gallH. VVc^hI; liulia, nun, viMy good an<l old, and 1 lb. Hiigar, 

I bird Moor 15 Ih 

(b't. Hi. To ;! gallH. Wd.sl/ India riiin wIu'ii raising rool" 10 (> 

1771. 

I'"db. 7. To 1 box glass Cor i>rcsid('nt.'H lionst> .3 3 

Mar. .S. To cash paid J'lbdno/.cr la^land (or painting llio cdllcgc^ and jtrosi- 

(IdllfH hoiiHo t) 

IMOVOMiriONAUV I'KKMOl). 

Kliod*' Ishiiid, loi^cMuT witli I. lie. oMicr colonics, liad felt Mi<>, o])prea- 
sioii wliicli l)roii;;iit on Mu^ Ivc^volution; tlio sentiments of (he yoniioj 
mcin as oxin'essed in tlieii' j^riuliuiting" speeches indicated Ji strong 
])atii()tisin. In June, 1775, the following extract appeared in the 
IMovidence ( J azett e : 

'I'o (lid rtntTdud ])roHi(UMit, boiiorablo iirol'cssor, and rest of tlidlionorabbi corpoiatiou 
ol' LMiodd Island Collcgd — the dntiCnl i)Otitiou of tho ecuior cIusb: 
Most Wokthy rA'rijoNs: l)^H^])ly addctcd with tho dislrcss of our opjiroHsod 
c.onntry, which now, most un.jiislly, feels (lio bant^ful dllVx^ts of arbilrary power, 
provoked to the greatest lieiglit of cruelty and vengeance by tho uoble and manly 
resistance of a fr(^d and <h(t<'rniined jXMJple, jiermit us, gentlenl(^n, to approach you 
A\ ith this, our humble and dutiful jiclition, (bat. you would be jdcased to tak(^ under 
your Hcrioiis (•ollsi<lt^I'atiou tlu^ ])roprit>ty of holding the ensuing commencement in :i 
piildic manner, as usual; whethtM' siicb a celebration of that aunivorsary would bo 
in conformity to the eighth article of the association formed by tho grand American 
Congress, anil wliich all tho colonics are all ndigiously executing, and that you 
would be iileased to signify unto us your resolution respecting the same, that wo 
may govern ourselves accordingly. 

.loaiAit Kr.Ki), 
Andhkw Law, 
Jamks ]''ui.ton, 
Comniittre in Jk'half of the iSvnior ClaaS. 
Coi.i.KC.K IN I'i£()\ ii>iCN(M'., ,hine S, 1775. 

The corporal ion recogni/cd the ])atriotisni ol'tho class and the sacri- 
lice that would be entailed by tho omission of the comniencemeut exer- 
cises. This was a groat sacrilico, for the conimoncemeut then was an 
imi)ortant event in the life of tlu^ student. The day was a holiday in 
the city, and many went to the exercises to do tho young nuMi honor. 
Concluding tho reply to tho petition, it was said: 

Institutions of learning ^vill d(Uibtless jiartake in the common calamities of our 
country, as arms have ever proved unfriendly to the more relined and liberal arts 
and sciences; yet wo arc res(dved to continue college orders here as usual, excepting 
that the usual eomnicncenient, by the advic(^ of hiicIi of the corporation as couhl 
conv;-niently b(> consulted, will not be jciblic. 



BROWN UNIVERSITY. 109 

The graduating class numbered ten, and theirs was the last commence- 
ment till 1782. In December, 1770, the city was in control of the British 
and the college was closed, the following notice appearing in the papers : 

This is to inform all tlio students that their attendance on college orders is hereby 
dispensed 'witii until the end of the next spring vacation, and that they are at lib- 
erty to retnrn home or prosecute their studies elsewhere, as they think proper, and 
that those who jjay as particular attention to their studies as these confused times 
will admit, shall then be considered in the same light and standing as if they had 
given the usual attendance here. 

In witness whereof I subscribe, 

James Manning. 

Pi{0\'n)KNCK, December 10, 1776. 

Accordingly, till May, 1782, the course of studies was suspended. 
In 1761) there were 13 students, and the whole number from that date to 
the year 1776 was 197. In 1780 a meeting of the corporation was called, 
to see if the college could be revived. Money was very scarce, so Man- 
ning offered to accept £60, or $300, for his salary instead of £100, which 
he had been receiving. This was in April. On a Sunday in June the 
college building was seized, in accordance Avith a council of war, for a 
hospital for the French troops. It had been seized before and used as 
barracks. 

In the journal of an aid-de-camp of Count de Rochambeau, who 
visited Providence, reference is made to the city and the college: 

Providence est una assez jolie petite ville, tr^s commercante avant la guerre, il u'y 
a rien de curieux qu'un hopital de la plus grande beauti?. 

At the meeting of the corporation in 1782 provision was made for the 
immediate instruction of the youth. The building was in a very bad 
condition, from its occupancy as barracks and as a hospital. The money 
for its repair was raised by the corporation. The public commence- 
ments were resumed in 1783, but the next was not held till 1786, because, 
on account of the suspension of the college exercises, there were no 
students to graduate. 

Manning felt the need of instruction in the French language, and a 
memorial to the French King was drawn up, in which his assistance 
was solicited toward securing a professor and a collection of books. 
In the words of the memorial: 

Ignorant of the French language, and sejtarated as we were by more than mere 
distance of countries, we too readily imbibed the prejudices of the English — prej- 
udices which we have renounced since we have had a nearer view of the brave 
army of France, who actually inhabited this college edifice; since which time our 
youth seek Avith avidity whatever can give them information respecting the char- 
acter, genius, and influence of a people they have such reason to admire — a nation 
80 eminently distinguished for polished humanity. 

To satisfy this laudable thirst of knowledge nothing was wanting but to encour- 
age and diffuse the French language ; and that not merely as the principal means 
of rendering an intercourse with our brethren of France more easy and beneficial, 
but also for spreading far and wide the history of the so celebrated race of kings, 
statesmen, philosophers, poets, and benefactors of mankind which France has i^ro- 
duced. 



110 HIBTORY OF HIGHER "EDUCATION IN RHODE ISLAND. 

This address was given to Thomas Jefferson to i)reseut to the king, 
but in his judgment it was thought inopportune. As tlie matter had 
been intrusted to him his opinion was accepted. 

Manning was constantly writing to get his friends in England inter- 
ested in the college. To Thomas Llewelyn, of London, he wrote, sug- 
gesting that he make such a subscription to the college as would entitle 
it to be called by his name; " Cambridge College was so fortunate as 
to attract the attention of a Hollis, New Haven of a Yale, and New 
Hampsliire of a Dartmouth, who have given their luimes to these seats 
of learning. We should think ourselves no less happy in the patronage 
of a Llewelyn. Llewelyn College appears well when written, and 
sounds no less agreeably when spoken." 

At the March session of the assembly, in 178G, Manning was chosen 
unanimously to represent Rhode Island in the Congress of the Con- 
federation. At first he was averse to accepting the election on account 
of his connection with the college, but a feeling of public spirit and 
devotion to the college influenced him to accept. That the latter was 
the chief reason appears in one of his letters of that year: 

Pi'ay dou't be alarmed sliould you hear that I am iu Cougiess. The motive of ray 
accepting this most uucxpected, uusolicited, but unanimous appointment of the 
State to that office ^as the recovery of a considerable sum due to the college 
for the use taken of the edifice and the damage done to it by theiiublic in the late 
war. It was thought by those most acciuaiuted with the state of our application to 
that honorable body that my presence would facilitate that grant; more especially 
since none of the persons likely to be elected would greatly interest themselves in 
that business. 

Manning did not succeed in this, and it was fourteen years after 
before any recognition of the claim was made by Congress. The sum 
received in compensation was stated by Dr. Benedict to be $2,000. 
Manning said that the just due was more than £1,000. 

While in Congress he took no active part on the floor except to reply 
to an attack which was made against New England. It Avas said that 
he must have given himself to much business then, and that he was 
master of all the important questions which had been debated, being 
able to give the arguments i)ro and con. In a letter to a friend he 
says : 

I am treated with respect by Congress and the lieado of Departments. The present 
Congress possess great integrity and a good share of abilities, but for want of 
more States on the floor the public and important business is from day to day neg- 
lected. Wo are, however, in daily expectation of a fuller delegiition. 

His views on the inadequacy of the Confederation and the necessity 
of union were in accord with what the succeeding events showed to 
be the wise policy of the Government. When the question of the 
ratification of the Constitution was being discussed by Massachusetts 
he attended the debates and ])roceedings of the convention. He him- 
self said that Massachusetts was the hinge on which the whole must 
turn. 



BROWN UNIVERBITY. Ill 

By this time he had been relieved of the greater part of his pastoral 
duties and was enabled to devote his whole attention to the college. 
This, however, did not prevent him from assuming occasional pastoral 
duties and keeping fully i^osted on all the important movements of the 
day. 

CLOSING YEAKS OF MANNING. 

From this period till the close of his life he was active in his zeal for 
the college and in the aid which he could give his State. He was ever 
interested in what pertained to common- school education, and was on 
the school committee for many years, serving as chairman. 

In Ai)ril, 1791, he preached his farewell sermon to his people, and at 
a meeting of the corporation of the college held the same month he 
requested them to find a, successor to him. He seemed to have a pre- 
sentiment that his days were numbered. Sunday, July 24, he was 
seized with an apoj)lectic fit while conducting family prayers, and 
lived till the following Fiday.* 

Many a man of sterling worth, in a few words delineating the char- 
acter of another man, has sketched his own. So was it with Man- 
ning. Admirably fitting to his own character are the qualities which 
he said must be sought for in the choice of a successor to his charge: 
"A man of letters, politeness, strict piety and orthodoxy, of pojiular 
talents, possessed of a good share of human prudence, and no bigot; 
in a word, a truly Christian orator," The entire community felt that 
a great man had fallen, and all possible respect and reverence were^ 
paid to his memory. His portrait is in the possession of the univer- 
sity. From an obituary notice in the Providence Gazette this ex- 
tract is taken : 

In bis youth he was remarkable for his dexterity in athletic exercises, for the 
symmetry of his body and gracefulness of his person. His countenance was stately 
and majestic, full of dignity, goodness, and gravity; and the temper of his mind 
was a counterpart to it. He was formed for enterprise. His address was pleasing, 
his manner enchanting, his voice harmonious, and his eloquence almost irresistible. 
Having deeply imbibed the sjiirit of truth himself as a preacher of the Gospel, he 
was faithful in declaring the whole counsel of God. He studied jilainness of speech 
and to be useful more than to be celebrated. The good order, learning, and respec- 
tability of the Bajitist churches in the Eastern States are much owing to his assidu- 
ous attention to their welfare. The credit of his name, and his personal inHuence 
among them have never, perhaps, been exceeded by any other character. 

Of the college he must, in one sense, be considered as the founder. He presided 
with the singular advantage of a sujierior personal appearance, added to all his 
shining talents for governing and instructing youth. From the first beginning of 
his Latin school at Warren, through many discouragements, he has by constant care 
and labor raised this seat of learning to notice, to credit, and to respectability in 
the United States. Perhaps the history of no other college will disclose a more 
rapid progress or greater maturity in the course of about twenty-five years. 

President Maxcy, 1792-1802. 

Under the administration of President Maxcy the college was sus- 
tained in all the departments, and continued to graduate a fair num- 
ber of students. Undue stress is too often laid on an administration 



112 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

characterized by brilliancy and new departures, but those which have 
merely conserved the growth of the institution are likewise of import- 
ance. Without the latter it would have been difficult for succeeding 
administrations to have won their reputation. It was doubtful if the 
period succeeding the death of President Manning called for an 
aggressive policy. The college did not resume its exercises till 1782, 
the break between 1776 and that date being occasioned by the revolu- 
tionary struggle. The two buildings, university hall and the presi- 
dent's house, were intact, although sadly in need of repair, and a small 
number of students were returning. To hold the ground and, in a 
sense, to broaden the new foundations which had been again laid by 
Manning when the college opened in 1782, may be said to be the policy 
of the incoming president. Then, too. Manning was a man widely known 
in his denomination and by the public. On his preaching tour during 
the years of the suspension of the college, he was widening his repu- 
tation in the colonies. He was a man 'of marked ability and he did 
I^robably what no other man could have done for the college, hence the 
new president was to step into a large place. Maxcy was a young 
man, with his spurs yet to win as the leader of a college. At the first 
commencement after his inauguration, during the illumination of the 
college, a transparency was placed in one of the upper windows dis- 
playing his name with "President, 24 years old." His policy then was 
to conserve what had been gained, and he seems to have accomplished 
it. This, then, may account for the fact that no record can be made 
daring his administration of new buildings or of large bequests. It 
was said of his presidency : 

He was one whose name and fame are identified with its rejiutation and whose 
mildness, dignity, and goodness, e<)naled only by his genius, learning, and eloquence, 
subdued all envy, made all admirers friends, and gave him an irresistible sway 
over the minds of those placed under his care. Under his administration the college 
acquired a reputation for belles-lettres and eloquence inferior to no seminary of learn- 
ing in the United States. His pupils saw in him. an admirable model for their imi- 
tation, and the influence of his pure and cultivated taste was seen in their literary 
performances. ' 

SKETCH OF TRESIDENT MAXCY. 

President Maxcy was born in Massachusetts September 2, 1768. His 
father is mentioned as one of the most respectable inhabitants of the 
town; but it seems to have been to his mother that he owed those traits 
of piety and mildness which characterized his more mature years. 

His mother, says his biographer, was a woman of strong mind and devoted piety, 
and beautifully exemplified the practical influence of the Christian religion, by the 
uniform consistency which marked the whole tenor of her life. Upon her devolved 
the delightful duty of implanting in the mind of her son those seeds of truth and 
righteousness, which should in after years bud and blossom into usefulness. 

In early years he gave promise of talent and of maturity of intellect. 
It is of interest to note that when a boy he was fond of speaking and 

' President Maxcy's Remains, by Romeo Elton, j). 15. 



BROWN UNIVERSITY. 113 

some of his oratorical efforts even tlieu were creditable. In view of 
these early indications, bis j)arents decided to give him a liberal edu- 
cation, and he was sent to the Wrentham Academy, kept by William 
Williams, one of the first graduates from the college. He entered 
Brown, or Ehode Island College, as it was then called, in 1783, at the 
age of 15. His conduct in college was such as to win the esteem of 
instructors and classmates. From the discipline of college his mental 
powers were stimulated and invigorated. It is said his writings were 
recommended as models to his classmates; that they were eminent 
for delicacy of taste, and that his conceptions were embodied in lan- 
guage of classic purity. He was graduated with the highest honors 
of his class. A position of tutor becoming vacant in the college, it 
was offered to him, and was accepted. For four years he filled this 
position with satisfaction to his colleagues and to the students, 

lu 1790 he was licensed to preach, and in this field his marked ability 
for oratory was so pronounced that he was invited to take charge of 
the church from which President Manning had resigned. 

Maxcy was ordained in 1791, and on the same day was elected profes- 
sor of divinity by the corporation. 

Says Tristam Burgess of Maxcy : 

His voice seemed not to have reached the doej) tone of full age ; but most of all to 
resemble that of those whom the Savior of the world said, " Of such is the kingdom 
of heaven." The eloqueucy of Maxcy was mental. You seemed to hear the soul of 
the man; and each one of the largest assembly, in the most extended jilace of w6r- 
ehip, received the slightest impulse of his silver voice as if he stood at his very ear. 
So intensely Avould he enchain attention, that in the most thronged audience you 
heard nothing but him and the pulsations of your own heart. His utterance was 
not more perfect than his whole discourse was instructive and enchanting. 

That same year (1791) President Manning was seized by an apoplectic 
fit and died within a few days. The most natural successor was Maxcy, 
and at the following commencement he was elected president pro tem- 
pore. As an instructor he was very successful, because his influence 
over his pupils was strengthened by his experience and reputation as 
a man of ability. He regarded his students as his sons, and in all 
his relations towards them endeavored to inculcate the principles of 
virtue and piety. He was thoroughly interested in all their concerns, 
and took great delight in bringing to them the results of his own expe- 
rience. To those students who sought him for advice he was particu- 
larly cordial, and they felt that in him they had a true friend. Eefined 
and dignified in manner, of brilliant conversational powers, and pos- 
sessing the ability of adajiting his instruction to the attainments of his 
students, he was very successful as a teacher. He had the power of 
grasping a subject as a whole and then presenting it attractively to the 
class. His discipline was described as "reasonable, firm, and uniform, 
and marked in its administration by kindness, frankness, and dignity." 
There Avas an absence of austerity in his manner, and he treated his 
11'33 K I 8 



114 HISTORY OF IIKJIIEIJ EDUCATION IN KILODE ISLAND 

j)U|>il8 Jis yoiiii;^' f;'tMi(,l(Mii(')i. IIo iil\v;iy.s jippciilcd to tluMr uii<l(TStjiiKl- 
iii^' and t!()iis(',i(Mic('. 

TIic low 8orniona prcatjlicd while in tlio presidential chair were snch 
as in no wise to detract from his r(4)ntation aaaiieloqucnt pulpit orator. 
Harvard bestowed ui»on him, -when only 33, thedej^ree of l). D. In 1797 
he AvaH lormaJly elected president, his youth uiuloubtedly having 
delayetl that honor. I)uiinj4' tiie ten years in which he was at the head 
of tluu'ollege, graduates were sent into all the ])roressions, and acquired 
as favorable a rei)ulaliou as had been i;ained Cor any other decade in 
tiie history of tlu^ university. In !Sei)tend)er, 1802, ho sent in his resig- 
nation, assuring the corporation that nothing but necessity led him 
(o lake that step, and that, his attaclnnent to tlu^ college should ever 
be firm, 'flu^ c(»ri)()ralion accepted his resignation Avith regret, and 
exjHi'ssed their ph'asur(>. in the thought lliatlu^ woidd not withdraw 
from academic life. He a('('<>j)ted a call to the i)rcsiden(!y of Union 
College, {Schenectady, I'e-maining there till ISOl. In that year he 
;iccei)ted the picsidcncy ol South Carohna. (College. Iie> died atC/obim- 
bia, S. C, .lun(^ I, ISi'O. 

I>IM',S1I)KNT AlKSSKU-, 1S02-1S2(;. 

This ]>eriod in the history of the college immediately ])receded that 
of Dr. W'ayland. The latter, taking all things into consideration, Avas 
regarded by many as the moat brilliant period of its history. Messer 
was conne(;te(l with I lie university iK^forc) lie toolc the i)resi(lency, and 
ha<l Avon, througli public services of a ])rofcssional nature, more than a 
local rcpiilation. I h. Way land, by his ccl(4)raled sermon, awoke to 
lind himself famous; he introdui^ed a. new system of education, experi- 
mentally, but siu-cessfully, and he had nH)re than a local rei)utation 
through the merit of his text-books. ProGidont Messer Avas obliged to 
«'onduct the alfairs of the college chictly Avith Avhat the students paid 
for tuition. It has been urged that the disci[)lino under him Avas lax; 
but the personnel of the college A\'as ditferent, the students Avere older, 
and felt that they Avere preparing for Avh at Avon Id be their life Avorlc, 
hence they needed little or no discipline. Ihuler Dr. Way land the 
students Avere younger, and to a greater extent the sons of Avealthier 
parents, for the year 1S27 Avas about the beginning of an era of greater 
wealth and a demand for more luxury. It has been urged that had 
the means been placed at the disi)osal of President IMesser Avhich Dr. 
Wayland had, by Avay of externals, the period Avould have been as 
brilliant. While there Avould be no detraction from all Avhich the next 
administration deseived, yet Messer's should also receive all duo honor. 

n;oi''i':ss<)KSiiiP oi' oijai'okv. 

Tiie lirst imi)ortant event in this administration was th(> founding 
of the professorship of oratory by Nicholas Brown and tlic circum- 



BROWN UNIVERSITY. 1 1 5 

stances wliicli load to the (;liang(5 of iiaino from Itliodc IsIiukI ('ollcgc, to 
iJrowii University. 

ill a Jotter wntton by Jolin Brown, who was obliged to resign the 
position of treasurer, on account of declining health, towards the 
close, was added : 

Being loratod in llio center of New Knglimd, and Avith one ol' llie most liberal 
cliiirtcrs that lian over been granted, to warrant and Heeiiro a lair and generons 
0(|uality to bo extended to every religiouH sect, I do most Kincerely reeoinmcnd the 
jtroniotion of its liiglie.sfc intcroHts to every branch of the government oi the col- 
]<!ge. And as thcwnost beautiful and handsomo mode of Hj>eaking -was a principal 
object, to my certain knowledge, of tho first friends of this <;oll(!go, I do wish that 
the honorable corporation may find means during their dcdiberations of this week 
to cstaljlish a professorship of English oratory, and that suitable funds for the ))ur- 
poso may bo BO placed that the annual income only can be touclie<l for the salary 
j)erfaining to such a profcssorshii). 

I am, geuthsmen, with great regard, your <jbedient servant, 

John Uuow.n. 

J'I!()Vii)i;n(;i;, Scjitcnilxr c, U'.Of,. 

CHANGE Ol'' NAMK 0]i' TIN'; COLLEGE. 

Till this time lii(i name of tlie college was as provided })y th<i char- 
ter. The charter also contained the ])i'ovision that the tiustees and 
fellows at any time ther(!after nught give such more ])articular name, to 
thecollege, in honor of the greatest and most distinguished bcneljuitor, 
or otherwise, as they should think projxa-. 

In ]8{).> it was voted tliat tlie donation of $r),0()0, if made to this col- 
lego within one year from tlie late commcMiccmcint, shall entith; the 
donor to name the college. 

Tho feelings of John Hrown to the (;olleg<5 w(!i(i shown by tii<;al)ove 
letter, as well as by the faithful discharge of his official duti<;s. 'i'liat 
the same feelings were cherished by the son will be shown .by 1 his hitter 
to the corporation. 

riUA'lUKNCK, Sc.itlvmhtr 0, 1S04, 
(jii'-NTi.r.Mi.N : It is not unknown to youthatlhave lon;^ had an attachment to this 
institution, as the jdaco where my deceascid brother, Moses, and inyself received 
our education. Tliis attachnHuit derives additional strength from the recollection 
that my late honored father was among the earliest and most zealous ])atrons of tho 
college, and is coniirmcd })y my regard for tho cause of literature in general. L'n<ler 
these impressions I h<;reby make a donation of $5,000 to Rhode Island College, 
to reuiaiu in perpetuity as a fund for tho establishment of a professorshiij of oia- 
tary and belles-lettres. Tho money will be paid next commencement, and is to bo 
vested in such funds as tho corporation shall direct for its augmentation to a sufii- 
ciency, in your jiidgmeut, to produce a competent annual salary for the within- 
mentioned professorsliip. 

I am, very rcs])e(^trully, g*;nt](!mcn, v/ith my best wishes for the jirospciity of tho 
college, your obedient, friend, 

Nicholas i>uowN. 

This fund accumulated from year to year till it more than doubled. 
In 1820 baidc stock to tlie amount of $10,000 was i)urchas<Ml by the 
treasurer and constituted the sp(5(;ial fund for this professorship. 



116 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

In accordauce with the gift for the foundation of this professorship 
by iNTicholas Brown, September G, 1804, it was voted that this college 
be called and known in all future time by the name of Brown Univer- 
sity in Providence, in the State of Ehode Island and Providence Plan- 
tations. 

UNIVERSITY GRAMMAR SCHOOL. 

At this period this school was under the management of the college. 
In 1809 it was decided that a building for the school be erected on the 
college lands. A committee of three was chosen to procure subscrip- 
tions, and the sum of $1,452.80 was raised. The building was erected 
in 1810, and stands opposite the president's house. This school is 
described under the above title in the chapter devoted to academies. 

HOPE COLLEGE. 

The first mention of this building occurs under the date of Septem- 
ber 6, 1821. The record concerned the appointment of a committee to 
consider the propriety of erecting another edifice. At an adjourned 
meeting held October 10, the committee was authorized to purchase a 
site and erect a suitable building. 

The most interesting item is the report of the committee January 13, 
1823: 

The committee appointed in September, 1821, to procnre a suitable piece of land 
and erect thereon a college edifice, beg leave to refer to the treasurer's report for 
the 3rd of September, 1822, for particulars of the lot purchased of Mr. Nathan 
\\^aterman. On this lot an elegant brick building of the following dimensions has 
been erected by Nicholas Brown, esri., the distinguished patron of the university: 
In length 120 feet, width 40 feet, 4 stories high, and containing 48 rooms. The 
object, therefore, is accomplished, and no part of the fuuds placed at the disposal 
of the committee by the corporation has been used toward said building. Mr. 
Brown, it is understood, will make a communication on the sul>ject of the new col- 
lege edifice at the meeting to be holden by adjournment in the university chapel 
on Mondaj^, the 13th of January Instant, to which communication the committee 
invite the attention of the corjioration. 

Respectfully submitted by the committee. 

In the communication referred to, Mr. Brown said : 

To tlie Corporation of Brown University : 

It affords me great pleasure at this adjourned meeting of the corporation to state 
that the college edifice erected last season and located on the land purchased by the 
corporation of Mr. Nathan "Waterman is completed. 

Being warmly attached to the institution where I received my education, among 
whoso founders and benefactors was my honored father, deceased, and believing 
that the dissemination of letters and knowledge is the great means of social Jiappi- 
ness, I have caused this edifice to be erected wholly at my expense, and now present 
it to the corporation of Brown Universitj^, to bo held with the other corporate prop- 
erty, according to their charter. 

As it may be proper to give a name to the new edifice, I take leave to suggest to 
the corporation that of " Hope College." 

I avail myself of this occasion to hope that heaven will bless and make it useful 



BROWN UNIVERSITY. Il7 

in the iiromotion of virtue, science, and literature, to those of the present and of 
future generations Tvho may resort to this university for education. With respect- 
ful and affectionate regards to the individual members of the corporation, 
I am their friend, 

Nicholas Brown. 

This building is the fourth that has been built for the college and has 
been used as a dormitory. The records make no mention of its cost, 
but from various sources the expense was estimated at about $20,000. 

Among the resolutions adopted by the corporation in accepting the 
gift of Hope College were two, as follows: 

Resolved, That the members of the corporation entertain a very high sense of the 
liberality of this patron of science, in the gift of this new building, in addition to his 
former large donations to this university. 

Eesolved, That in compluiuce with the suggestion of the donor, the new edihce be 
denominated Hope College. 

At the same meeting it was also voted that the old college edifice be 
named University Hall. 

Sketch of President Messer. 

Rev. Asa Messer was born in Methuen, Mass., in 1769. He, too, was 
graduated from Rhode Island College in the class of 1790. He was 
chosen as tutor the next year, and held that position till 1790, when he 
was elected professor of the learned languages. He also held the pro- 
fessorship of mathematics and natural philosophy in 1799 and retained 
it till 1802. When the iiresidency became vacant by the resignation of 
President Maxcy in 1802, he was made president pro tempore. He 
became president in 1801 and retained this position till his resignation 
in 1820. Such is the outline of his work at his alma mater. To the 
duties of the manager of the college he brought an experience as pupil, 
tutor, and professor, so tliat he was conversant with its needs and 
shaped his policy accordingly. 

In a critique of his administration allowance must be made for the 
conditions then obtaining. In the last few decades the march of prog- 
ress has been very rapid, and because of this rapidity imi^rovements 
had undue importance. They must not be so magnified as to mar the 
historical perspective. As has been said, he knew the needs and 
capabilities of the college. 

In the first place, there could be said to exist no system of public 
schools. The law which had been passed establishing free schools in 
the State was inoperative, except in Providence. The acquirement of 
an education was expensive. Those who were "wealthy preferred to 
send their sons to Harvard or Yale, the older, hence better endowed 
and equipped colleges. In the second place, the country was just 
entering upon the period which culminated in our second war with 
England. In Rhode Island this war was especially disastrous because 
disordering her commerce, which was then one of the chief sources 
of prosperity in the State. The demand of the day was for more ele- 



118 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

nientary educjitiou. The country liad not begun to realize the great 
possibilities in manufacture, in the applied arts, and in the sciences. 
The need was imperative for men fitted for the professions, hence the 
students \yho entered college desired a training in what was then the 
life vv'ork of the great body of professional men. At this period in the 
community there was not that wealth which endowed so liberally in a 
few years the institutions of learning. Then the tide of prosperity set 
in, because of the increased activity in manufactures and the applica- 
tion of the sciences. In view of these facts, the policy of the college 
had to be one of economy if it was to attract students. Those who 
resorted here were not able to afford an expensive education and, in 
fact, it v.'as by self-sacrillce, not only on their own part, but by the 
members of their home circle that students could come at all. What 
then might have been the wishes of President Messer to place the 
university on a higher plan.e, with the means at his disposal, he could- 
not accomplish. 

How, then, did he manage during tlie twenty-four years of his i)resi- 
dency ? 

HIS POLICY. 

Says Prof, (roddard, in a biographical sketch of Messer, in 1839: 

During his adniinistration tlic college ooiitinned to flourish. Au increased num- 
ber of pujiils resorted thither, and at no antecedent or wubsequcnt period of its his- 
tory have the classes ever been so large. 

Says a member of the class of 1S23, regarding the cliaractoristics of 
the students during Messer's administration : 

Th<^ last half century will show them to you in every part of the land. lu the 
churches, colleges, the schools, the halls of legislation, the courts of justice, in the 
practice of the healing art, and in all the departments of social industry, where 
science and skill arc to bo put in requisition, they have done, and are still doing, a 
noble work. All through, our newly settled States and Territories they have been 
seen marching in the van of civilization, holding up the torch of science and religion, 
and doing their full share in supplying and working tlie intellectual, moral, and 
Christian forces, which alone can give health, strength, progress, and stability to the 
nation. Such results are a, proud testimony to the wisdom and ability of Asa Mes- 
ser as a college president and an (ulucator of young men. 

zVs a man he v\'as popular; in his family relations lie was charming; 
and ho was held in esteem by his fellow-townsmen, for they elected him 
to offices of public trust. 

For young men struggling to obtain a college education, and working in the chains 
of the ret (i>i(/iisia domi, Dr. Messer had a. heart of fatherly tenderness. Whenever 
ho saw eager as])iration9 after knowledge, a high sense of duty and a resolute deter- 
mination to prepare for an honorable and useful discharge of the responsibilities of 
life, there ho was ever ready with the words of encouragement and the hand of hclii. 

One more quotation from the same source will show how the college 
was regarded by those who wore seeking an education: 

There can bo no doubt that the young men trained up under Dr. Messer were dis- 
tinguished for habits of manly thought and self-reliant investigation, tempered with 



BROWN UNIVERSITY. 119 

conservative good sense ; and there can be as little doubt that for these high ([nalities 
they were greatly indebted to the liberal sentiments and the wide-reaching, inde- 
pendent, and yet well-balanced mind of the president. ' 

REMINISCENCES OF PRESIDENT MESSER. 

Said Dr. Sears, in a recent centennial discourse; 

Of my old president I can not speak but with respect and affection. He had a 
vigorous and manly style of thought,, and was a genial, jjleasant teacher. In disci- 
pline, in his best days, ho was adroit, having a keen insight into human nature, and 
touching at will, skillfully, all the chords of the student's heart. Earelj"- was he 
mistaken in the character of a young man, or in the motive to which he appealed, in 
order to influence him. 

Foibles and weaknesses he treated with some degree of indulgence; l)nt vice and 
willful wrong he treated with unsparing severity. 

In government ho followed no abstract principles, which so often mislead the 
theorist, but depended on his good sense in each case, giving considerable scope to 
views of expediency. The student who attempted to circumvent him was sure to 
be outwitted in the end. On account of his gre;i.t shrewdness, ho was sometimes 
called "tlie cunning president." One of the many anecdotes related of him is, that 
lie kept in his room a bottle of picra for sick students, and that everyone who came 
to him to bo excused from duty on account of headaches, found it necessary to swal- 
low a dose before leaving him. * * * His individuality, both in body and mind, 
was strongly marked. He was altogether unpoetical in his nature. His language 
had no coloring of the fancy, but was naked, plain, and strong. His economy, which 
was proverbial, extended even to his words. His tendencies were rather to science 
than literature, and in the latter part of his life, as is often the case, more to prac- 
tical wisdom and prudence than to either. ' * 

Ilis was not a mind to leave its own impress on that of his i^upils. lie had no 
imitators; ho wished to have none. The many eminent men educated under him 
had no other resemblance to each other than freedom from authority. Thero is 
among them no uniform stylo of thought, resulting from its being run in the same 
mold. Even among the undergraduates, thero was a personal independence of 
character and thought, and a manliness of deportmer.t and self-respect, that gave a 
certain air of dignity to the two upper classes. Each man was expected to develop 
and retain his o-wn individuality, without being schooled down to tamenesa, either 
by the faculty or by the collective will of his fellow-students. If ho did right it 
was his own act; if he did wrong, ho would scorn to say that it was because he did 
not dare to do right. 

The followin;™' will sliow the esteem in which Dr. Messer was held by 
his co-laborers in his academic staif : 

At a special meeting of the faculty of Brown University, held October 14, 1836, 
in the chapel of University Hall, President Wayland announced the departure from 
this life of Rev. Asa Messer, late president of said university, whereupon the fol- 
lowing preamble and resolutions were unanimously adopted: 

Whereas the Rev. Asa Messer, d. d. and ll. d., was for nearly forty years an 
instructor in this institution, and for twenty-four years its presiding officer, an 
expression of the sentiments of the existing faculty, upon the occasion of his unex- 
pected and lamented death, is demanded by the respect which they individually and 
collectively entertain for the character of the deceased: Therefore, 

IlesoJved, That the faculty of Brown University learn with deep regret that the 
Rev. Dr. Messer, an eminent son of this university, and for a long course of years 



' Dr. Silas A. Crane, class of 1823. Brown University Uader the Presidency of 
Asa Messer. 



120 HISTORY OP HIGHER EDUCATION IN RHODE ISLAND. 

its presidiug officer, is uo more ; that we are impressed with a strong conviction of 
his acknowledged merits as an instrnctor, of his vigorous intellect, and of his solid, 
learning, and that we gratefully recognize his title to the best distinctions of the 
citizen, the man, and the Christian. 

Ur. Messer received tbe degree of D. D. from Lis alma mater in 
1806, and the same honor from Harvard in 1820. His administration 
coukl not be characterized as brilhant, yet it formed an important imrt 
in the history of Brown University. 

President Wayland, 1826-1855. 

Dr. Wayhiud was one of the presidents who was known not only at 
home but abroad, on account. of his prominence as an educator. He 
was the sou of godly parents, his father giving up a lucrative business 
to devote his entire attention to the ministry. His mother was a woman 
of piety and deep religious sentiments. Francis Wayland was born in 
Xew York, March 11, 1796. He early went to school, but his days there 
he considered as deprived of much that might have been for his mental 
improvement, for according to the ideas of education then, the lessons 
were but memory exercises. 

The family moved to Albany, and at the age of 15 Wayland entered 
Union College. He describes his career at college as characterized by 
too much reading and too little study. Shortly after, he was called to a 
tutorship there. Graduating in July, 1813, he spent two years in the 
study of medicine with Dr. Eli Burritt, of Troy, after spending about 
six months with Dr. Hale, of the same place. 

These years were most valuable, for Dr. Burritt, a genial and an able 
physician, delighted to unfold the treasures of his own mind to his 
enthusiastic pupil. Many rich experiences in his professional work 
and in a knowledge of men and things were acquired by the student. 
In 1816, in obedience to what he considered his duty,. he ceased to 
devote himself to medicine and went to Andover, because the Baptists 
then had no theological seminary of their own. Moses Stuart held 
the chair of literature. With broad views and a most devout schol- 
arship, Stuart opened up to Wayland and his fellows the stores of 
German j)hilology and criticism. " Here at Andover," said Wayland, 
"I learned how to study and how to teach the Bible." 

On leaving Andover a tutorship at Union was offered to him. Here 
he came to know Dr. Nott, its president, a man for whom his love and 
admiration deepened as the years went by. It was some time since 
Wayland had paid attention to the branches he was to teach; hence he 
devoted himself anew to their mastery. Although their teacher, he 
taught the students nothing by rote, but from his devotion to his 
studies brought new life to the class and thus inspired them with a 
love for the work. 

The First Baptist church in Boston was without a pastor. Dr. Still- 
man had filled that position. Of him it was said : " He was probably 



BROWN UNIVERSITY. 121 

tlie most popular pnlpit orator of tlie day. He was a universal favor- 
ite." A friend of Wayland's suggested to the deacons of" this cburcli 
that they call him. It was done, and in 1821 he entered upon the 
pastorate which he retained till 1827. His j)astorate was a trying one 
for hiin. He linew the call was not unanimous; he was conscious of 
his own deficiencies, unfitting him for anything like pulpit oratory; and 
he had a large i)lace to fill in taking the jjosition held by Dr. Stillman. 
The rich experience that his medical training liad given him, and the 
broad knowledge that he had. acquired as tutor, enabled him to preach 
powerful sermons. One bit of advice given to him he followed in his 
preaching, and it may have been the clue to the power he had with his 
audience. Said Dr. Welch to him : " Tell the people just what they tell 
you, and you will find that nothing will interest them so much." 

Among the causes of his notoriety was a sermon preached before the 
annual meeting of the Boston Baptist Foreign Mission Society, Octo- 
ber 26, 1823. The text was, " The field is the world," and the subject, 
"The moral dignity of the missionary enterprise." Such were the unfa- 
vorable circumstances, as he thought, of the preaching of this sermon 
that he said to a friend: "It was a complete failure. It fell perfectly 
dead." The sermon was requested for publication and various editions 
were quickly exhausted. Says his biographer : 

lu proportion to tho population and the niiiubers tbeu found in America, it is 
doubtful if its circulation has been exceeded by any American sermon, and certainly 
no other has held its place so permanently. 

Dr. Wayland's ministry was successful; he was prominent in his own 
denomination, and from the distinguished merit of the sermon referred 
to, he had become prominent in the world of letters. On the resigna- 
tion of Dr. Messer from the presidency of Brown in September, 1826, 
all eyes were turned to Way land, and he was unanimously elected to 
the presidency, in December, 1826. 

CHARACTERISTICS. 

What, then, were the elements of success which he brought to the 
presidency? In the first place he loved the work. It was hard and 
exacting, how severe none knew but himself. His sense of duty and 
resijonsibility were deep and minute. " He recognized in every young 
man who entered the university a new trust imposed upon him, and 
held himself personally accountable to the student, to his parents, and 
to his God for the faithful fulfillment of so serious an obligation." In 
the second place his keen habits of thought and analysis enabled him 
quickly to comprehend and relegate to its proper generality each spe- 
cial case. He always sought to find the underlying general principle. 
His experience when studying medicine had given him an insight into 
scientific pursuits, and the opportunities for observation were varied, 
especially under the guidance of Dr. Burritt. In writing to a young 
man in after life Dr. Wayland said, " Neglect no opj)ortunity of gaining 



122 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

useful inroiniatioii while visiting . He ia agreat leiicher in the art 

of fisliiug, iiKiiiagiiig a boat, etc." On another occasion, " Observe care- 
fully the modes of thinking, and esix^cially tlie ])oints that are takeu 
for granted. The things men take for granted withont aflirmiiig are 
frequently of much greater importance tliau all that they afiirm," 

The life-long motto of the president was, " Whatever is worth doiug 
at all is worth doing well," and he was also in the habit of saying to 
his friends, " Notliing can stand before days' works." Perhaps uo para- 
graph conld better state his cliaracter than the advice he gave to a 
young friend: 

Let 1110 urge upon yon, if yon Avish to l)o respected, to bo tboronglily master of 
your studies. I would sit up till midnight r;xth(!r than not know them. Never 
thiulj "This will do," unless it bo done as well as yon can possibly do it. You will 
thus acquire Hie habit of using your faculties to the best advantage, and you will 
double your intellectual powers in a single year. The true way to increase our 
talents is to employ them to the utmost. 

The following sketch of his manner and power in addressin.g the 
! tudents is stated by Prof, (^hace in his commemorative discourse: 

As the students then, with few exceptions, lived within the college buildings and 
tnok their meals in Commons Hall, they constituted much more than at present, a 
(oinmunity by themselves. They were more readily swayed by common impulses, 
i.;id more susceptible of comm<m emotions. When g.athered in chapel they formed 
; unique but remarkably homogeneous audience. President Wayland was at that 
limoat the very culmination of his powers, both physical and intellectual. His 
massive and stalwart frame, not yet filled and rounded by the accretions of later 
A, ears, his strongly marked features, having still the sharp outlines and severe grace 
< f their first chiseling, his peerless eye, sending forth from beneath that olympian 
brow its lordly or its penetrating glances, ho seemed, as bo stood on the stage in 
that old chapel, the incarnation of majesty and power, lie was raised but a few 
feet above his audience, and so near to them that those most remote could see the 
l)lay of every feature. He commenced sj)eaking. It was not instruction; it was 
r.ot argument; it was not exhortation. It was a mixture of wit and humor, of 
ridicule, sarcasm, pathos, and fuu; of passionate remonstrance, earnest appeal and 
c.olemn warning, i>ourcd forth not at random, but with a knowledge of the laws of 
<M!iotion to which Lord Kames himself could hnvo added nothing. Tho etllect was 
indescribable. No Athenian audience ever hung more tumultuously on tho lips of 
the divine Demosthenes. That little chapel heaved and swelled with the intensity 
(if tho pent-up forces. The billows of passion rose and fell like tho waves of a 
tempestuous sea. At one moment all were burning with indignation ; the next they 
■were melted to tears. Now every one was convulsed with laughter, and now as 
s<demn as if tho revelations of doom were Just opening upon them. Emotions the 
most diverse followed one another in quick succession. Admiration, rescutmeut, 
iiwe, and worship in turn swelled every bosom. At length the storm spent itself. 
The ground had been softened and fertilized, and the whole air ]>uritie<l. 

])R. WAYLAND IN TIIK CLASS IJOOM. 

The personality of a tcacdier is a strong characteristic in determining 
his success. Dr. Wayland in the class room was a manifestation of 
power. This description is by one of his ])n])ils: 

Dr. Wayland's recitation room was the goal townrd which every student turned 
his eye. As the distance lessened bia eagerness increased. When he had at last 



BROWN UNIVERSITY. 123 

passed through the prelimiiuiry years his joy w;;;i full, bccanso ]io would now Ijg 
under tho " ohl doctor." This silent influence, this uncouscious tuition, was of 
uuspoakablo value. Although not directly unfolding any scieuco or evolving any 
principle it imparted inspiration. The president threw over his jinpils tho spell of 
his own genius, and many of thcni still feel the enchantment, although the mighty 
spirit which inii)artcd it has been withdrawn. 

At tho time to which I refer his recitation room was on the first floor of the middle 
hall of IIopo College and in tho roar of his own study. It had been a dormitory, but 
afterwards furnished with benches, and what served for writing desks, u.irrow pine 
boards upheld by pine uprights. Wo were obliged to use these with great care hist 
we should be lelt withouu any sni)port for our papers and arms during tho tevero 
trials of skill in handling our pencils. The entire furniture of the room did not 
exceed $10 in value. 

Entering by a door connecting tho recitation room with his study lie was in his chair 
at the moment, and ho required the same promptness of each puj)!!. A second or 
third instance of tardiness Avas a dangerous experiment. Tho form of i)enalty could 
never bo anticipated. Sometimes it was a look not likely to bo soon forgotten; 
sonietimes.thero was a painful pause; if tho recitation had commenced sometimes 
the delinquent was formally introduced to tho class. 

All being present, and subsiding instantly into silence, the work began. Ho had 
no table, but sat with his manuscript for tho lecture of tho hour resting upon his 
knee. At this period nono of his text-books had been published. Tho member.^ of the 
class in succession recited tho lecture of tho precc<liiig day, or i)erhap8 one still far- 
ther back in the series. Tho recitation proceeded in this quiet manner until tho 
lecture or lectures luul been recalled to the minds of the pupils. Occasionally a 
question was asked by teacher or student until everything obscure or ambiguous 
had been not only c]earc<l up, but made as definite as language could render it. At 
tho same time no irrelevant discussion was ju'ruiittcd, no argument for tho sake of 
argument was encouraged. The class and instructor were there for a definite pur- 
pose, and that purpose could not bo thwarted by any art or subtlety, meanwhile, as 
all his pupils Avill readily remember, a silver pencil case passed from end to end 
between his thumb and finger. Tho compressed lips were moved slightly, but nerv- 
ously. The small dark eye, through which, even in repose, his whole nature spoke, 
was resting steadily, but kindly, upon each student as he rose and recited. 

This exercise concluded, there was a rustling all aronnd the room; })apers were 
adjusted and preparation made for Avriting. The president's manuscript was opened 
aud tho well known a-hem was the signal for all to l)e ready and for the work of tho 
hour to begin. He read slowly and the class copied, each member following his 
own method, some using shorthand, others al)breviating words, or omitting some 
altogether. All were intent to catch tho thought, at any rate, and the exact i)hia- 
seology, if possil)le. Tho lecture was Avritten out in full by the»student8 at th(!ir 
rooms. What one failed to catch he gathered from another and thus by "compar- 
ing notes " a correct copy was secured. 

These lectures seemed to us more wonderful than anything we had ever heard. 
They carried all the conviction of a demonstration. To have believed otherwise 
would have seemed absurd. Some of us at a later day found reason to modify the 
views there received and accepted. But at the time the conviction was complete. 

His definitions were clear, simple, and easily remembered. His analysis of any 
obscure but important part was exhaustive, omitting no essential element. His i)rog- 
ress through cither of his favorite sciences Avas that of a ])riiicc through his own 
dominions. 

At intervals, not regular in their recurrence, yet sure to occur somewhere, ho 
suspended his reading for a few minutes and, waiting for a short time until each 
member of tho class could com])lete his notes and give; his attention, he would relate 
some incident or anecdote strikingly illustrating the point last made. In this depart- 



124 HISTORY OP HIGHER EDUCATION IN RHODE ISLAND. 

ment he was always most happy. The confirmation imparted to the argument was 
often nnexiiectecl and even irresistible. These anecdotes were drawn from any source 
that offered the richest supply; from history, from romance, from poetry, from com- 
mon unrecorded every-day life. Often they were mirthful, sometimes ludicrous. 
Frequeutly statistics would be given, conclusively verifying the position which had 
been assumed. Illustrations, anecdotes, and statistics came at his bidding and 
always did capital service. They were " as arrows in the hands of the mighty.'' 

Hands and arms having been restetl, the reading was resumed and the lecture 
advanced to the stroke of the bell. It was concluded as promptly as it commenced, 
closing abruptly, even iu the middle of au argument or a paragraph. Those were 
short hours. We wondered whither the sixty minutes had flown and how it was 
that we had taken no note of their flight. Half in doubt of the correctness of the 
bell, we left the recitation room. 

Whether in these exercises Dr. Wayland stirred up the intellect of his pupils, it 
was not dif3ficuit even for a stranger to determine. As they issued from the lecture 
room, aud went by twos and threes to their own apartments, the subjects which had 
just been discussed became the theme of most earnest conversation. Nor did the 
momentum thus acquired expend itself during the nest twenty-four hours. The 
mental machinery Avas still in motion, when, on the following day, the class was 
again summoned to that unpretending room. 

DISCIPLINE. 

Not only must the president of a college be a teacher, but he must 
be an administrator. As he provides for the discipline of a college, 
^'ill depend the success or failure of his administration. The methods 
which Dr. Wayland followed are best told in his own words. 

With respect to the discipline of a college, it is, perhaps, proper that I should 
give my experience. I may say that my views on this subject are very simple. So 
far as I know, it has been generally supposed that the head of a college can only 
succeed by understanding the peculiar temi^erament, habits, disposition, etc., of 
everj" pupil, aud, on the basis of this knowledge, making out a distinct mode of 
treatment for each undergraduate. In strict accordance with this theory, parents 
without number, when entering their sons in college, have come to me, and at great 
length have informed me of the peculiarities of their children, stating that their 
dispositions were excellent if they were only governed in some particular manner. 
I always listened with due attention to such statements, but jiaid to them no regard 
whatever. Indeed, I very soon learned that these peculiar young men were iu fact, 
in almost every case, spoiled children, with wlioui I was likely to have more than 
the usual amount of trouble. 

It seemed to me that such a view of the proper method of governing a public insti- 
tution for instruction would greatly impair, if it did not entirely destroy, the value 
of any college in which it should prevail. If it were the business of instructors to 
study the character of every pupil, and in each instance to modify the course of dis- 
cipline to suit the peculiarities of every individual, sound judgment would, from 
the very nature of the case, be impossible. A college would then fail in one of its 
most important designs, namely, as an intermediate place between the family aud 
society, to prepare the student for entrance upon the practical duties of life. I 
came, therefore, to the conclusion that the laws of a college should be simple, just, 
kind, and of such a character that they could be shown to be right and salutary, 
both to parents and pupils. These laws, having been established, were to be rightly 
observed, and, by making every young man feel that he must bo accountable for his 
own actions, prepare him for becoming a member of society, where this rule is to be 
enforced under more severe penalties. The more peculiar a young man is, and the 



BROWN UNIVERSITY. 125 

more his peculiarties have been suffered to gain strength, the more important it is 
that he should be siibjected to the same restraints as his fellows, without making 
any allowance for his eccentricities. If a young man be rude, arrogant, passionate, 
untruthful, indolent, unpunctual, it is far better, after one admonition, that no 
allowance whatever be made for these evil habits, than that they should ripen into 
confirmed biases, which a whole lifetime might be insufficient to correct. 

It was therefoi'emy aim to have no laws which could not be shown to be perfectly 
reasonable, and then to execute those laws with all possible strictness and impar- 
tiality. Of course, in saying this I assume that it will be understood that the gov- 
ernment of impulsive, thoughtless young men is different from the government of 
adults. It must, of necessity, be kind, conciliatory, persuasive, or, in a word, paren- 
tal. Penalty must be visited only after other means of restraint and correction have 
been tried in vain. But it must be distinctly understood that when those laws have 
proved ineffectual, xmnishment will inevitably come, and come on all alike, without 
the shadow of partiality. 

In the government of a college, every case becomes a precedent; and if the prece- 
dent be a bad one, it will never be forgotten, but will be pleaded without fail, as 
though it established a law. I always, therefore, considered it a matter of prime 
imiiortance to decide every new case correctly. It was my habit to take time for 
deliberation, to examine each case in all its bearings, and to see what would be the 
result of a decision if generally adopted as a rule. I endeavored to ascertain the 
principles on which a decision should be founded. I appreciated the fact that a case 
settled on true principles would harmonize with every other case that might subse- 
quently occur, whether nearly or remotely connected with the one before me. The 
laws of college, and the results of violating them, became thus perfectly well known. 
When the younger students were disposed to combine in i>erpetuatiug some violation 
of law, their seniors would tell tliem distinctly what would be the inevitable conse- 
quence, and theirpredictions rarely failed of fulfillment. The principles which gov- 
erned in such cases were Avell understood, and it was known that by these principles 
all cases of discipline were to be decided. 

SERVICES FOB THE COLLEGE. 

No two persons carry away just the same impression from seeing a 
beautiful painting, nor do they use the same thoughts in attempting its 
description. Perhaps another phase of what Dr. Wayhind did for 
Brown may be seen from the graphic delineation given by Prof. Biman: 

Yet who, after all, that knew Dr. Wayland, will be likely to accept any biography 
of him as satisfactory? No analysis of his intellectual qualities, no summary of his 
personal characteristics could set him forth. What power in his very presence, defy- 
ing all description, as the most speaking faces defy the art of the photographer. 
What reserved force, sleeping in silent depths till stirred by great occasion. Such 
as know him only from his writings have gained no adequate impression of the man. 
There are works that seem vitalized with a writer's i)ersonality. In the vascular 
sentences of the immortal Essais we clasp hands across the chasm of three centuries, 
with the owner of that quaint tower that still looks down the valley of the Dor- 
dogne; and in the pensive periods of the Sketch Book we almost catch the beat of 
Irving's heart. But what suggestion of flesh and blood was ever associated with a 
text-book of moral science or of political economy ? Who would infer the uproarious 
fun of Luther from his Commentary on the Epistle to the Galatians, or trace in the 
pages of The Wealth of Nations the winsome traits of Adam Smith? Not even in 
his printed sermons is Dr. Wayland presented with entire accuracy, for, much as he 
commended an "unlearned ministry" he somehow himself selected for jmblication 
his more ornate and elaborate productions. He appears in some of these as he used 



126 HISTORY OP HIGHER EDUCATION IN RHODE ISLAND. 

to appear, arrayed in cap an;l gown, in tlio stately ceremonial of couinieuccment day, 
or, as ho will appear to posterity, in the stilf full-length portrait, hanging in Rhode 
Island Hall, which, as an achievement of high art in wood, is only equaled hy a work 
of the came artist, the picture of Mr. Webster in his reply to Hayno, that usurps so 
undue a share of Faneuil Hall. How little does all this rcsemhlo the image so viv- 
idly recalled as we turn the pages of these volumes. That little, ill-lighted chapel, 
long since numbered among the things that were, with its wide gallery, its narrow 
dais, its benches carved all over with the images and superscriptions of successive 
generations, in painful compliance with the monkish maxim, that to labor is to pray. 
How distinct, even now, sounds that heavy tread along the narrow hall, with what 
emphasis that burly form bursts through the door and up the steps, with what ter- 
rific frown that brow at once is clouded as impatient sophomores beat, with their 
heels, an unseemly march. With what utter disregard of conventional proprieties, 
yet Vr-ith what genuine and awful sense of divine sanctities, the voice rolls out the 
strains of Hebrew David, and anon melts in humble, fervent prayer. Never did Dr. 
Wayland seem so grand, one might almost say inspired, as in those unbidden gushes 
of emotion that would .sometimes convulsively shake his great frame and choke his 
utterance. The finest paragraph iu his missionary sermon would not compare for 
eloquence with some of those pungent appeals that at times electrified tbe students 
at their Wednesday evening prayer meeting. How the chapel v/ould be hushed 
with the stillness of death itself, as, in tremulous accents and voice sinking to a 
whisper, ho would dwell on the dread responsibilities of the soul. There Avas never 
any cant of stereotyped exhortation, never any attempt to rouse a superficial emo- 
tion, but always direct appeal to conscience and to all the highest instincts of youth- 
ful hearts. In this most difficult task of dealing with young men at the crisis of their 
spiritual history, Dr. Wayland was unsuriias^.ed. 

How wise and tender his counsels at such a time! How many v.'ho have timidly 
stolen to his study door, their souls burdened with sti'ango thoughts, and bewildered 
with unaccustomed questionings, remember with what instant appreciation of their 
errand the green shade was lifted from the eye, the volume thrown aside, and with 
what genuine, hearty interest that Avholo countenance would beam. At such an 
interviev/ ho would often read the parable of the returning prodigal; and who that 
heard can over forget the pathos with which ho would dwell upon the words, "But 
when ho was yet a great way off, his father saw him, and had compassion, and ran, 
and fell on his neck, and kissed him." These were the moments when the springs of 
his nature were revealed. 

"It is not so mucli what is said, as tbe way in which it is said." 
Never was the truth of an aphorism more patent than when a descrip- 
tion is attempted of Dr. Wayland's method of conducting a recitation. 
But the picture would be incomplete without that detail. The fol- 
lowing reminiscence is l)y Ilev. Dr. Silas Bailey, who entered Brown in 
1S30: 

In a resumd of what he did for the university, his first service was reorganization 
in discipline and instruction. A new era had opened and its demands were diflerent 
from those of the jireceding period. The need of education then had been for what 
was elementary. The country now was feeling the mighty possibilities that were 
inherent in itself and was developing them. The educational complexionhad changed, 
and there was a call for what is now termed "practical education." Dr. Wayland 
saw the drift and met it, and to him is duo the credit of inaugurating the new sys- 
tem at Brown, and of disseminating his ideas as an instructor to the country. In 
the class room he did away with the use of text-books. His theory was that the 
Instructor should himself know what he was to teach, and should draw out the pupil 
so that he could state in a thorough manner what had become a i>art of his own 



BEOWN UNIVERSITY. 127 

knowledge. The metliod was analytic; tbat method which was used so master! j' by 
the president, and which since his day has been characteristic of the students of 
Brown. 

Judge Story, when professor at the Cambridge Law School, was accustomed to saj'^ 
that ho could distinguish a graduate from Brown University by his power of seizing 
upon the essential points of a case and freeing it from all extraneous matter. 

The value of his moral solicitude for the student was great. He Avas in the habit 
of addressing each as "my son," and impressing upon him his own jicrsonality. In 
an estimate of what ho did for the individual members of Brown, says Prof. Chacc : 
"Wo should look rather to the characters lie molded, and to the moral and reli- 
gions forces ho set in action. These, as well as the productions of his pen, still live 
and v/iir continue to live. Where in all the land can be found a place in which to-day 
ho is not working, directly or indirectly, through those whose minds he formed and 
inspired. Nor will his influence terminate with thelives of those who were its imme- 
diate recipients. Moral forces never die. By a law of their nature they perpetuate 
and estend and multiply themselves indefinitely." 

Ho constantly practiced what ho preached, and the students knew that when a 
decision was given by him it had been carefully examined on all sides. 

As a writer of text-books ho placed within the reach of the students what they 
could use for themselves. His chief work, because more universally accepted, and 
because of its merit, was his Moral Philosophy. This Avas an exposd of a system of 
morals not culled from pthcr writers and tinged with their views, but as it had 
filtered through his own mind and been subjected to his searching and critical analy- 
sis. His Intellectual Philosophy and Political Economy Avero of A-aluo to his own 
students, and, like his Moral Philosophy, Avcre used by other institutions. The 
library rcceiA^ed under him careful attention, and he fostered and developed its life. 
The scientific resources of the college Avore jilaced on a lirm basis. 

PUBLIC SERVICES. 

Dr. Wayland labored not alone for the college, although that was ever 
first in'his thoughts, but was always alive to what he could do for the 
couiraunity. He was the first citizen in the State, and the university 
was the center from which emanated those impulses that guided and 
maintained a high tone in the community. True, the city was not so 
large, and tlie desperate struggle for wealth had not set in, but a man 
of narrower mind could have caused the position of the college as a 
center to bo much less. 

The public charities found in him a ready helper, and with many he 
had an official connection. Through his aid as an inspector the State 
pri.son became a reformatory and not a i)lacc Avhere criminals were 
confined. 

During a largo part of the last twenty years of his life he conducted every Aveek 
a Biblo class composed of couA-icts. The spectacle presented Avas most impressive- 
one which the angels might desire to look upon— as Avith heart full of loA-e to God 
and man, and thought intent on serving one and doing good to the other, he took his 
way on the quiet Sabbatli morning toward yonder prison, to seek there the outcasts 
from society, the children of shame and sin and crime, to gather them around him 
and toll to them in language of indescribable simplicity and tenderness of a Savior 
who loves them and who has died for them; of an atonement so large and so free 
that each one of them, however guilty, may have pardon and cleansing; to lift them 
by his broad, overflowing sympathies from their sense of forsakenness and isolation; 



128 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

to kindle repentings within tliem ; to awaken anew their moral affections, and to 
restore their broken relations to humanity, to God, and to heaven. He may have 
done many things of which the world will think njore and longer, but his great life 
offers nothing surpassing in moral grandeur these almost divine labors.' 

For bis fellow-townsmen lie was always ready to address thein in 
words of cheer or of admonition and warning. From all the tributes 
to the service of the man in times of public need, no better selection 
could be made than from the scholarly and classic words of Prof. 
Chace: 

A few months before his death an occasion arose for a touching exhibitioii of the 
respect in which he was held by the whole community. The country had in an 
instant been plunged from the height of joy into the deepest mourning. Its honored 
and beloved Chief Magistrate, at the moment when he was most honored and 
beloved, had fallen by parricidal hands. The greatness of the loss, the enormity of 
the crime, the terrible suddenness of the blow bewildered thought and paralyzed 
speech. It seemed as if Providence, which had just vouchsafed so great blessings, 
was, from some inscrutable cause, withdrawing its protective care. In this hour of 
darkness to whom should the citizens go but to him who had so often instructed 
and guided them? As evening draws on they gather from all quarters with one 
common impulse to turn their steps eastward. Beneath a weeping sky the long 
dark column winds its way over the hill into the valley. As it moves onward the 
wailiugs of the dirge and the measured tread are the only sounds which fall upon 
the still air. Having reached the residence of President Wayland, it pours itself 
in a dense throng around a slightly raised platform in front of it. Presently 
he appears, to address for the last time, as it proves, his assembled fellow-citizens. 
It is the same noble presence which many there had in years long gone by gazed 
upon with such pride and admiration from seats in the old chapel. It is the 
same voice whose eloquence then so inflamed them, and stirred their young 
bosoms to such a tumult of passion. The speaker is the same, the audience is 
the same. But how changed both, and how altered the cii-cumstances ! That 
hair playing in the breeze has been whitened by the snows of seventy winters. 
That venerable form is pressed by their accumulated weight. 

The glorious intellectual power which sat upon those features is veiled beneath 
the softer lines of moral grace and beauty. It is not now the Athenian orator, but 
one of the old prophets, from whose touched lips flow forth the teachings of inspired 
wisdom. The dead first claims his thought. He recounts most appreciatively his 
great services and dwells with loving eulogy upon his unswerving patriotism and 
his high civic virtues. Next, the duties of the living and the lessons of the hour 
occupy attention. Then come words of devout thanksgiving, of holy trust, of 
sublime faith, uttered as he only ever uttered them. They fall upon that waiting 
assembly like a blessed benediction, assuaging grief, dispelling gloom, and kindling 
worshij) in every bosom. God is no longer at a distance, but all around and Avithin 
them. They go away strengthened and comforted. 

THE NEW SYSTEM. 

Wayland had come before the public as an advocate of what was 
called the "New System in Education."^ In a report which was pre- 

1 The Virtues and Services of Francis Wayland, by George I. Chace, p. 35. 
- The influence of Thomas .Jefferson's ideas of university education may perhaps 
be traced in Dr. Wayland's report. — Ed. 



BROWN UNIVERSITY. 129 

sented to the corporation he embodied his ideas. As this system made 
a change in educational methods, an abstract of the pajier is presented: 

The present condition of the university can not be well understood without con- 
Bidering its relation to collegiate education in this country, nor can the present 
condition of collegiate education in this country be understood without referring 
to its past history and its relation to university education in Great Britain, from 
which it originated. The subjects, therefore, to which the attention of the corpora- 
tion will be directed in the present report are the following : 

1. The system of university education in Great Britain. 

2. The progress and present state of university education in this country. 

3. The present condition of this university. 

4. The measTires which the committee recommend for the purpose of enlarging 
the usefulness of the institution. 

5. The subject of collegiate degrees: Nos. 1 and 2 were a review of these sub- 
jects. Toward the end of 2 it was shown that for the last thirty years the New 
England colleges could not support themselves. The demand for the article 
produced in the colleges was falling off, not from the want of wealth, or intelligence, 
or enterprise in the community, but simply because a smaller number of the com- 
munity desired it. 

In this dilemma two courses were again open before the colleges. The first was 
to adapt the article produced, to the wants of the community. The other course 
was to appeal to the charity of the public, and thus provide the funds by which 
the present system might be sustained. Have the efforts that have been made in 
this direction accomplished the object intended? The objects designed to be accom- 
plished by endowment for the reduction of tuition and for furnishing it gratuitously 
to our colleges have been, wo suppose, the following: 

First. To increase the number of educated men in the whole community. 

Second. To raise the standard of professional learning, and thus increase its intel- 
lectual power. 

Third. To increase the number of ministers of the gospel. 

From a review of the field our present system of collegiate education is not 
accomplishing the purposes intended. We are, therefore, forced to adopt the supposi- 
tiou that our colleges are not filled because we do not furnish the education desired 
by the peojjle. We have instructed them upon the idea that they are to be schools 
of preparation for the professions. 

The third point was a review of the financial situation of the college and of the 
impending crisis. If the institution was to be maintained some means must be 
ddopted for its relief. Two methods present themselves. 

The first is to continue it upon its present system, retaining the four years' course, 
considering the college as a mere preparatory school for the professions of law, medi- 
cine, and divinity, and digesting the various branches of instruction in conformity 
with this idea. 

A second method of relieving the institution from its present embarrassments has 
been proposed, suggested from the view your committee has been led to take by the 
present condition of collegiate education in New England. 

Were an institution established with the intention of adapting its construction to 
the wants of the whole community, its arrangements would be in harmony with the 
following principles : 

I. The present system of adjusting collegiate study to a fixed term of four years, 
or to any other term, must be abandoned, and every student be allowed, within limits 
to be determined by statute, to carry on at the same time a greater or less number of 
courses, as he may choose. 

II. The time allotted to each iiarticular course of instruction would be determined 
by the nature of the course itself and not by its supposed relation to the wants of 
any particular profession. 

1123 R I 9 



130 HISTOllY OF HIGHER EDUCATION IN RHODE ISLAND. 

III. Tlio various courses should bo so urriiiii^ed that in so far as it is practicable 
every student might wtudy what ho cliose, all that ho chose, and uothiug but what 
he chose. The faculty, liowover, at tho rociucst of a ])arcnt or guardian, should have 
authority to assign to any student such courses they might deem for his advantage. 

IV. Every course of instruction, after it has been commenced, should be continued 
without interruption until it has been completed. 

V. In addition to the present courses of instruction, such should be established as 
the wants of tho various classes of tho community may require. 

VI. Every student attending a particular course should bo at liberty to attend 
any other that he may desire. 

VII. It should, bo required that no student be admitted as a candidate for a degree 
unless he has honorably sustained his examination in such studies as may be 
ordained by the corporation; that no student be nndi;r any obligation to proceed to 
a degree unless lie choose to do so. 

VIII. Every student should be entitled to a certificate of such proficiency as ho 
may have made in every course that he has pursued. 

The courses of instruction to bo pursued in thia institution might be as follows: 

I. A course iu Latin, occupying two years. 

II. A course iu Greek, two years. 

III._ A course in three modern languages. 

IV. A course in pure mathematics, two years. 

V. A course in mechanics, optics, and astronomy, either with or without mathe- 
matical demonstrations, ono and one-half years. 

VI. A course in chemistry, physiology, and geology, one and one-half years. 

VII. A course iu tlio English language and rhetoric, ouo year. 

VIII. A course in moral and intidlectual pliilosophy, one year. 

IX. A course in political economy, ouo term. 

X. A course in history, one term. 

XI. A course in the science of teaching. 

XII. A course on tho i)rinciple3 of agriculture. 

XIII. A course on the application of chemistry to the arts. 

XIV. A course on tho application of science to the arts. 

XV. A course in the science of law. 

By extending its advantages to every class iu the community the number of pupils 
would bo increased for the following reasons: 

I. The course of instruction will, it is hoped, piesent a better preparation for the 
learned professions than that iiursued at present. There is no reason, therefore, 
why this class of persons should be diminished. t 

II. Opiiortunity would be afforded to those who wished to pursue a more general 
course of professional education to remain in college profitably for five or six years 
instead of four, as at present. 

III. Many young men who intend to enter tho professions are unwilling or unable 
to spend four years iu the preparatory studies of college. They would, however, 
cheerfully spend ouo or two years in such study if they were allowed to select such 
branches of science as they chose. This class would probably form an important 
addition to our numbers, and we Avould thus, in some degree, improve the education 
of a largo portion of all the i)rofe88ions. 

IV. If we except the ancient languages, there are but few of the studies now pur- 
sued iu college which, if well taught, would not be attractive to young men prepar- 
ing for any of the active departments of life. If these several courses were so 
arranged as to be easily accessible to intelligent young men of all classes, it may 
reasonably be expected that many will desire to spend a term, a year, or two years 
under our instruction. 

V. It is not prob.able that the courses of instruction in agriculture or chemistry, 
or science applied to the arts, will, of necessity, occupy all tho time of tho student. 



BROWN UNIVERSITY. 131 

Many of these persons will" desire to avail lliemselvea of the advantages so easily- 
placed in their power. Another source of demand for the courses in genernl science 
-would thus be created. 

If reasons need be offered for attempting the change in our collegiate system that 
has been indicated, the following Avill readily suggest themselves: 

I. It is jr.st. There are in this country 120 colleges, 42 theological seminaries, and 
47 law schools, and we have not a single institution designed to furnish tlie agricul- 
turist, tlie manufacturer, the mechanic, or the merchant with the education that will 
prepare him for what his life is to be devoted to. 

II. It is expedient. Civilization is advancing, and it can only advance in the line 
of useful arts.. It is, therefore, of tlie greatest national importance to spread broad- 
cast over the community that knowledge by which alone the useful arts can be 
multiplied and perfected. 

III. It is necessary. Anyone who will observe the progress which, within the 
last thirty years, has been made by the productive classes of society in power, 
wealth, and influence, must be convinced that a system of education practically 
restricted to a class vastly smaller and rapidly decreasing in influence can not pos- 
sibly continue. 

The fourth topic discussed the history of degrees, and a comparative view of them 
as in use here and in England was presented. The fear was exjtresscd that the amount 
of study on tlie classics would be diminished. To this it was replied if, by i)laciug 
Latin and Greek upon their own merits, they are unable to retain their present place 
iu the education of civilized and Christianized man, then let them give place to 
something better. They have by right no preeminence over other studies, and it is 
absurd to claim it for them. 

In view of these facts and a.rguments, tlie committee have arrived at the follow- 
ing conclusions : 

I. This college can not, under any circumstances, be long sustained without large 
addition to its funds. 

II. In the present condition of collegiate education in New England it is not prob- 
able that addition to its funds would increase the number of its students, niiiess 
large provisions were also made for gratuitous tuition. 

III. Such funds might attract students from other colleges, but would do little 
either to increase the aggregate number of educated men or to extend the advan- 
tages of education to those classes of the community which do not now enjoy them. 

IV. There is reason to hope that the same amount of funds which would be neces- 
sary to sustain the college under the present system might, if the system were modi- 
fied in the manner above suggested, add greatly to the number of students and at 
the same time confer inestimable advantages on every class of society. 

This report was adopted and the sum of $125,000 raised. This pam- 
phlet created uo little excitement in academic circles, and was criti- 
cised favorably and unfavorably. Suffice it to say, it marked the dawn- 
ing of a new era in education. The system was never adopted iu its 
entirety as devised by the author, but sufficiently so to demonstrate its 
success at that time, although eventually it was modified. 

MANNING HALL. 

This, the third building of the university, was the gift of Nicholas 
Brown, who gave it the name, Manning Hall, in honor of the first presi- 
dent. The ground floor was at first used for the library, and the 
chapel was in the upper portion. In the chapel is a memorial tablet to 
Nicholas Brown and to those Avho fell in the civil war. The building 



132 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

possesses some interest from the fact that it is a model of the temple of 
Diana — Propyleain Eleusis — but just twice the size. When the new 
building was erected for the library, the books were removed from 
Manning Hall, and the room used for recitations. It now contains the 
collection of casts. 

RHODE ISLAND HALL. 

The university had been in need of a building for lecture rooms and 
for the reception of geological and physiological specimens. In 1836 
the corporation appointed a committee to devise means for erecting 
such a building. The history of Rhode Island Hall will be given in the 
following extract from the president's annual report to the faculty in 
1839: 

Nearly two years since the president of the nuiversity received a letter from a 
lady interested in the prosperity of the institntion, generonsly offering the sum of 
$500, to Vie appointed to the increase of the means of instruction in physical science, 
provided that the additional sum of $1,500 should, within a spccitled time, he sub- 
scribed towards the same object. An effort was made to raise the requisite sum, but 
it unfortunately failed. The lady then expressed her willingness to contribute the 
the same amount in aid of any other effort which might be made to promote the 
interests of learning in the university. 

At the very time when this subject was in agitation, several benevolent gentlemen 
in Providence privately expressed to some members of the corporation a willingness 
to unite in any attempt that might be thought important to promote the prosperity 
of the institution. Soon after the last commencement (1838) these gentlemen met at 
the house of the president, and the sum of $2,500 (including the offer before men- 
tioned) was subscribed towards the erection of an additional building to be.devoted. 
to the purposes of physical science. After considerable effort had been made, and it 
seemed impossible to raise the subscription to the required amount, the treasurer of 
the university received from the nuiniticent benefactor of this institution — the Hon. 
Nicholas Brown — a letter, of which the following is a copy : 

Providexce, March IS, 1SS9. 
Moses Brown Ives, Esq., 

Treasurer of Broun University : 

Dear Sir: In common with a number of the friends of Brown University, I desire 
the erection of a suitable mansion house for the president, andlikewiseof another col- 
lege edifice for the accommodation of the departments of natural philosophy, chem- 
istry, mineralogy, geology, and natural history. As it is highly important that these 
buildings, so necessary to the welfare of the institution, should be erected without 
delay, I hereby tender to the acceptance of the corjioration two lots of land on 
Waterman street as a site for the president's house and the lot of land called the 
"Hopkins estate," on George street, as a site for the college edifice; and I hereby 
pledge myself for the sum of $10,000, viz, $7,000 for the president's house and $3,000 
toward the erection of the college edifice, the suitable improvement of the adjacent 
grounds, and the increase of the permanent means of instruction in the departments 
of chemistry, mineralogy, etc., provided an equal amount be subscribed bj' the friends 
of the university before the Ist of May next. 

I am, with affectionate regards, and great personal respect for all the friends and 
patrons of the university, respectfully, 

Nicholas Brown. 



BROWN UNIVERSITY. 133 

The additional sum of $10,890 was raised, and Ehode Island Hall 
was dedicated September 4, 1840, Prof, William G. Goddard having 
written the address. On account of his sudden illness he was pre- 
vented from reading it. 

In 1855 Dr. Wayland tendered his resignation, for he felt that his 
health would not i^ermit him to carry on the resjDonsibilities of the 
office. Eegretfully this was accepted. During his retirement he pur- 
sued his literary duties, and in 1857 he resumed pastoral duties for 
a year. He never ceased to identify himself with every goo.d word and 
work. His death occurred at his home in Providence, September 30, 
1865.1 

UNIVERSITY EXTENSION. * 

In late years much has been said and accomjjlished with reference 
to university extension, or an attempt to bring the university, or 
higher education, down to the people. The movement, when fairly 
tried, has met with success. Eeference has been made to an earlier 
attempt, in 1785, by Prof. Waterhouse,who gave a course of lectures in 
the State house. In 1853 there was another course, for the professor of 
chemistry wished, in accord with the design of the new system, to make 
his department of some practical benefit to the artisans and mechanics 
in the city. The number of men engaged in the jewelry trade gave 
him the idea for his course, which he announced as "The chemistry 
of the precious metals," and consisted of eight lectures. They were 
made just as practical as possible, and their success may be inferred 
from the fact that an audience of nearly 335 assembled. Said one: "I 
see now why it is that I have so often failed. I have been doing, or 
trying to do, these things all my life without ever knowing why." 
Said another: "If I had known these things years ago, it would have 
saved me thousands of dollars." 

In recent years lectures have been given under university auspices 
from time to time, and in 1890 was formed The Historical and Politi- 
cal Economy Association, which brought the university to the people, 
through the medium of lectures. 

President Sears, 1855-1867. 

President Wayland resigned the presidency in 1855, and the corpora- 
tion, by a unanimous vote, elected the Eev. Barnas Sears to be his suc- 
cessor. Wayland by his withdraAval had made a large place vacant, 
and the position demanded a man of ability. At the time of his accept- 
ance Dr. Sears had been serving as secretary of the Massachusetts 
Board of Education, to which office he had been elected upon the res- 



iDr. Wayland is the author of that characteristic saying quoted with evident ap- 
proval by ex-President A. D. White, "A college president's time is nibbled away by 
ducks." President Edward Everett, on learning that Fisher Ames had once declined 
the presidency of Harvard College, said to Jared Sparks, "Fisher Ames is a wise 
man." — Ed. 



134 HISTOKY OF HIGHER EDUCATION IN RHODE ISLAND. 

ignatiou of Horace Mann in 1848. Sears was prominent as an edu- 
cator and bad filled all the positions of trust with sucli fidelity and 
efficiency tliat lie was the choice of the corporation for the jn^esidency 
of the college. His labor was honorable not only to his (tlma mater, 
but also to the nation, to whom he had rendered devoted and efficient 
service in his wise administration of a great philanthropy, of which he 
was the general agent. 

BIOGRAPHY. 

Barnas 'Sears was born in Sandisfield, Mass., 1802. His father was 
a farmer and his mother a woman of piety. As a boy Barnas was 
said to be bright and full of fun. When he reached the age of 15 
he asked his father for his time, in order that he might support him- 
self. At this time an uncle of his told the father that he might as 
well let the boy go, as he was nothing but a book boy anyhow, and 
never seemed to care about work. The boy was a lover of books, and 
his eager desire for a liberal education was encouraged and stimulated 
by his mother. So eager was he in the inirsuit of knowledge that it is 
said he would spend the noonings in reading, and would sometimes 
encroach on the work hours. The crisis of his life dated from his thir- 
teenth year, when he united with the church. It was then that he 
decided to consecrate himself to the Christian ministry, and his later 
effort at self-support was to secure the means for the fulfillment of his 
life's purpose. By laboring on the farm in the summer and teaching 
school in the winter he accumulated the means for his collegiate edu- 
cation. He entered Brown, graduating in the class of 1825. He said 
while in college that it was his ambition at the outset of his college 
career to stand at the head of his class, but subsequently he preferred 
a broader scholarship without "cramming," and therefore he devoted 
himself to a wider range of study than that which was prescribed in 
the ordinary curriculum. 

The following statement vx'hich he made to Prof. Stearns will illus- 
trate his thoroughness. He told him that he once failed to locate an 
event which happened in Constantinople. In consequence he secured 
all the maps and plans he could find concerning the city, and made 
himself so familiar with its lanes and streets that he believed were he 
to visit it he would be as much at home as in the city of Boston. A 
favorite maxim of his was, "Whatever is worth doing at all is Avorth 
doing well." 

After the completion of his course at Brown he entered the Theo- 
logical Seminary at Newton, graduating with the class of 1828. He 
took the pastorate of a Baptist church in Hartford, but in conseciuence 
of ill health was obliged to leave after two years. From there he went 
to the professorship of ancient languages in Hamilton Literary and 
Theological Institution, now Colgate University. At his suggestion 
a change was made in the course of study in theology, and he was 
transferred to the chair of Biblical theology. Ill health and the fact 



BROWN UNIVERSITY. 135 

that no class was ready for instruction in the new department enabled 
liini to study in Germany for a season. 

From Halle lie went to Leipsic and came under the influence of Winer, 
Eosenmiiller, and Hermann, "stimulated," as he says, "by their getiius 
and learning." Here we find the old love for classical studies coming 
to the front. "I am drinking," he says, "at the fountain of Greek and 
Eoman literature, and could easily make this the pursuit of my life. 
English is becoming a dead language to. me and Latin a living one." 
From Leipsic he went toBerlin. Here, to use his own language, he came 
into " more or less relationship with Milller (with whom no living philol- 
ogist can dispute the palm); Bopp, the founder and richest ornament 
of the Sanskrit school of comparative philology; Bockh, the greatest 
living master of Grecian antiquity; Bekker, the greatest editor of the 
Greek classics from manuscript authorities; Zumpt, the Latin gram- 
marian;; Grimm, the greatest German lexicographer and antiquary; 
Charles Eitter, the prince of geographers; Eanke, the historian, with 
no rival but Guizot; Neander, the reformer and almost the creator of 
philosophical church history ; and Tieck, the poet, until recently the pride 
of the court of Dresden."' In these three universities, Halle, Leipsic, 
and Berlin, he laid the foundations and marked the boundaries- of the 
department of Biblical theology in Hamilton. 

Sears had gone to Germany at a time when few, especially in the 
department of Biblical criticism, had been able so to do; but he felt 
the need of a fresh study of the Hebrew and Greek, with all the side 
lights. He himself was unwilling " to rest until a conscious mastery of 
the scholarship and advanced thought of Germany had rendered him 
master of the situation as a helper, interpreter, and leader of the 
advancing thought of his own cotintry." Eeturning to this country he 
was called to Newton, but he felt that Hamilton had the prior claim, 
although before the year closed he accepted the call to Newton, and 
was there till 1848. 

While at Newton, in a report to the trustees, he said: "The leading- 
objects of the teachers have been: (1) To create a deep interest in the 
work; (2) to jioint out the extent and connections of the subject of 
inquiry, together with the method to be i^ursued, and the means to be 
employed; (3) to have the results of such investigations and reflections 
presented, first by the student, then by the class, and lastly by the 
teachers, in free but not polemic discussions; to have the fundamental 
doctrines, collateral topics in any branch of study, the most important 
works, ancient and modern, on theology, the best chapters and treat- 
ises on particular topics made the subject of analysis, critiques, trans- 
lations, etc., to be read before the class and followed by oral discus- 
sions. Neither the examination of text-books nor formal lectures have 
been adopted." 

Such were his methods vfhile at the seminary. 



'Prof. O. S. Stearns. Baptist Quarterly Review, 1883. No. 17. 



136 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

PUBLIC SERVICES. 

When Dr. Sears assumed the presidency of Brown he had gained a 
practical insight into educational matters, inasmuch as he had suc- 
ceeded Horace Mann as the secretary of the Massachusetts Board of 
Education. Previous to that he had taught at Madison University and 
also at Newton. The time spent in foreign study was used most advan- 
tageously, as may be seen from his letter quoted above. The success 
which he had acquired by his management of the Board of Education 
may be seen from the remarks made by Mr. Boutwell : 

When the intellectual powers of Dr. Sears were in their fullness, when his scholar- 
ship was recognized generally by learned men and by uniTersities, when his capac- 
ity for useful public services had been decided and justified by experience, he 
accepted the office of secretary of the Massachusetts Board of Education. His pre- 
decessor — his only predecessor — was Horace Mann, that eminent leader of public 
opinion, the reformer of the methods and the results of education, who had impressed 
his ideas upon the people and woven his policy into the institutions of the State 
before his career had been a career of adversity, in which, indeed, he had triumphed. 
But there lingered in the minds of many the belief that the changes which he had 
introduced and the reforms which he had established would in no distant day be 
overthrown. The State in Dr. Sears secured an exponent, an advocate, and a most 
temperafo defender of the reforms which Horace Maun had introduced. There was 
no step backward, but he presented always a genial and attractive side to every sub- 
ject to the public. In the normal schools, in the teachers' institutes, in the county 
associations, he brought into the public service eminent men and distinguished 
teachers, of whom I may mention Prof. Felton, Prof. Agassiz, Lowell Mason, and 
others ; and thus were the youth and the children of the State brought under the influ- 
ence of persons who gave them high ideas of life and the best practical illustration 
of the art of teaching. What had been regarded in Mr. Manns time by many as 
experimental became under Dr. Sears an established and recognized institution of 
the State. Our system of education — schools for all the people and sustained by the 
people — was placed upon a foundation as immovable as the foundation of the State 
itself. 1 

PEABODY TRUST FUND. 

From these experiences, that were rich in developing and round- 
ii)g his scholarly mind, he took the presidency of Brown University. 
He was at its head till 1807. In order to understand what a rare man 
he was, and what an institution would gain with him at his head, his 
career from 18G7 wall be sketched. It is apropos of his presidency, 
because he was called away from the very midst of his duties at the 
university, and was able at once to assume the duties of his new posi- 
tion, which was that of general agent of the Peabody Trust Fund, for 
promotion of education in the more destitute portions of the Southern 
and Southwestern States. Mr. Peabody had told his intention to Robert 
C. Winthrop and that gentleman knew his wishes. The board which 
be had chosen to care for the trust, was organized in February, 1807, but 
was at a loss as to how the trust should be executed. Mr. Winthrop 
met Dr. Sears the next month in Boston, and told him the perplexities 



' Remarks by Hon. George S. Boutwell on the death of Dr. Sears 



BROWN UNIVERSITY. 137 

and embarrassments which were weighing npon him, for Mr. Peabody 
had wished him to direct the primary action of the board. He asked 
Dr. Sears if he would give him the benefit of his advice and judgment 
on the whole matter. Dr. Sears consented and Avrote him a letter, 
which contained in suggestion the very policy which was adopted in 
the execution of the trust. He also j)romised that he would meet with 
the board for aid and counsel if his helj) should be needed.' The board 
did need him and he met with it in March at the adjourned meeting. 
He was unanimously chosen as its general agent, but did not accept 
till the 9th of April. He served in this capacity for thirteen years, till 
his death, in 1880, at Saratoga. 

The administration of this trust of $2,000,000 was difficult and deli- 
cate. The South was in that coudition in which a country is left after 
the conclusion of a civil war; there was no precedent which could be 
followed in the execution of the trust; and such a course of conduct 
must be followed that should prove advantageous for the future. In 
the words of Mr. Winthrop, in reference to the letter of suggestion 
which Dr. Sears wrote him — 

This letter, so hastily written, has indeed proved to he a perfect chart of our 
course, as the writer of it has proved to have been a perfect pilot. 

The relations existing between Dr. Sears and Mr. Winthrop were 
close, and the choice of Dr. Sears was a wise one. How wise was his 
management, the following extract from Mr. Peabody's own words will 
indicate: 

I must not omit to congratulate you, and all who have at heart the best interests 
of this educational enterprise, upon your obtaining the highly valuable services of Dr. 
Sears as your general agent — services valuable not merely in the organization of 
schools and of a system of public education, but in the good effect Avhicli his con- 
ciliatory and sympathizing course has had, wherever he has met or become associated 
with the communities of the South, in social or business relations.' 

The general esteem in which Dr. Sears was held, as agent of the 
Peabody Fund, was voiced by Mr. Winthrop when he addressed the 
board at its meeting in February, 1881, the year following the death 
of Dr. Sears: 

* * * But he did not conclude that letter without recalling the words of 
encouragement addressed to him by Mr. Peabody when they parted for the last 
time: "Your name will be remembered in connection with mine." And so it will 
be. It is not too much for me to say, and I am sure you will all agree with me, that 
whenever and wherever the name of George Peabody shall be remembered and 
honored as the munificent founder of this great trust for Southern education — the 
earliest signal manifestation of a spirit of reconciliation toward those from whom 
we have been so unhappily alienated — the name of Dr. Barnas Sears will be recalled 
and honored also, as the original organizer and devoted administrator of the trust 
for the 'first thirteen years of its existence — the years which have determined its 
policy and insured its success." 

' Peabody Educational Fund. Proceedings, Vol. ii, p. 314. 

^ Hon. Robert C. Winthrop in Peabody Educational Fund. Proceedings, Vol. ii, 
p. 320. 



138 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 
RECOLLECTIONS OF 1)K. SEARS. 

The public, sci'vices of Dr. Soars just prinjcdiui^ and suhscipu'ut to 
Lis presidency of the college, luivo l)e(>ii cited to show the generous 
equipiuent of the man who was to preside over the academic councils 
of the nniversity. Ilis genius was excelled ouly by his modesty. 
Said one aaIio knew him well at this ])eriod: 

Ho was Olio of tho most iiiKissuniiii!;- men 1 cvrr saw. Tlu< cliainis of his coiivor- 
eatioii I shall uovcr lbr<;ot. 

The students respected and loved ])r. Sears. It was his practice to 
put the young men on their honor, ami )ie also abolished many of the 
minor penalties of college discipline, lie wished his pupils to feel that 
they could conlide in him and that they would allow him to aid them. 
But while his disci[)liuo was paternal, he could also be severe if the 
occasion warranted it, and the student who incurred his righteous 
indignation found him strict and stern. He was able to arouse in his 
pupils a desire to know the truth and to set betbre them lofty ideals, 
whereby they could luako better their own and the lives of their fel- 
Icws. Said one of his students: 

11" I have niailo any attainmouts in study or douc any <;ood Avork for tlio chinch of 
Christ it has been largely duo to tho inllncneo of Dr. Soars. I havo always cherishod 
a filial rovcrenco for tho groat teacher who inspired mo, and .a genuine lovo for tho 
largo-hearted Christian, who has boon to mo an ideal manhood. 

The best imi)ression of his class-room manner is obtained from this 
reminiscence by J. !>. (5. Pidge, of rhiladeli)hia: 

Tllel■|^ will 1)0 no sincercr ^uournors for Dr. Soars than tho graduMtes of lU'own 
under his ]>r(\sidenfy from lSr)5-18()7. They will feel sueh sorrow at his loss as is 
only experienced at tho dcatli of a dear friend. They will roeall him as tho woll- 
belovod president, tho inspiring teacher, tho broad aiul generous scholar. \Vhat- 
cver other testinutnios his memory may receive, tho students of lirowu during those 
years will ])ay tho tribute of lovo. For Dr. Sears was, above all, perhaps, a "lovod" 
jiresident. Tho students in his classes wore led, not driven. Perhaps on thisaccount 
lazy and dull students made but littlo progress under him, and those who only 
learned what they must camo forth from hia instructions with a smaller amount of 
actual information than they were in tho habit of carrying away from a course of 
titudy. Hut oven such students came forth with minds bi'oadenod with contact with 
scholarship so complete and well M'ounded, and if ho did not succeed in enticing 
them to a lovo of good learning ho made them feel tho inuuenso superiority of triui 
scholarship and culture, the culture and scholarship which emhraco both heart and 
mind, to that education which makes a man nu'rely a walking text-book. 

It was doubtless an easy task for the indolent to ])ass through tlio studies of Dr. 
Soars's course, for ho was not a severe disciplinarian, and those wlio had been in 
mortal dread of tho recitation rooui felt that thoy had at last reached a haven of 
rest. The littlo book iu which the professor was wont to mark tho value of a stu- 
dent's recitation Avas no longer seen. It was a tradition in the college that Dr. 
Soars did all the marking of his classes at tho end of tho term. But, however that 
might be, tho students were well aware that their I'ocitations Avoro estimated notby 
any accidental qualities Avhich they might possess, but by their general character. 
Ho know that ho should not receive any special credit for some sudden brilliancy 
nor any discredit for some momentary doliciency. Dr. Soars acted on the princijdo 
that learning should bo sought for its own sake; and, therefore, he kept eutircl}- iu 



BROWN UNIVERSITY. 16\) 

tlio background every other incentive. The student who could not be stimulated 
by the mere lovo of Icarniug had, therefore, au easy time of .it and brought away 
but small results. But for those who could bo led by such au incentive the intro- 
duction to IJr. Scars's classes marked au epoch in their mental development. The 
recitation room lost the feverish interest it had possessed as a place where each day 
the student's measurement was takeu and recorded, .".nd became a place of purest 
enjoyment. Study was made easy for the bright as well as for the dull student, 
but it was made easy for the former because it was rendered so attractive. He 
began to see the difference betv/eeu culture and learning, and he grew to take 
broader ideas of what education should be. 

The hours at the feet of Dr. Sears sifted men as tliey had not been sifted before. 
No mere parrot-like recitations would nov>' suffice — such scholarship ^vas at a dis- 
count. It was no longer mere fluency of tongue and readiness of memory, nor on 
the other hand any pretensions aud profound egotism that stepped to the front, but 
the true scholar who loved htarning, but also enduring labor as a necessary means 
to its acquisition. Audi am convinced that the influence of that recitation room 
has been a larger one than wo ever dreamed it could become. Dr. Sears cared so 
little to impress his own ideas upon us that ho used to say lie cared not whether 
wo rememben (l what ho taught or not, so that we only learned to think for our- 
selves. Few of his students, perhaps, will bo able to remember his views of dis- 
puted points in i)hilosophy, for he never made them jirominent; but they can 
never forget the general tenor of his instructions, which sought to imbue them 
with a lovo of truth and goodness, and made the good life appear the only true life. 

Ilis task was a dilficult one, in that lio was called to be tlio successor 
of Dr. Wayland, who for twenty-five years had served the university. 
But by his devotion to the cause of religiou and education he soon 
won the confidence of the friends of Brown. Regarding his connection 
with the faculty Prof. Lincoln said: 

Of all the administrators of the affairs of the college no one was more highly 
esteemed and more truly loved during all the time of his administration than 
President Sears. I remember how ho awakened our admiration by the stores of 
knowledge which he had always ready at either hand, how ho impressed all with 
profound respect for religiou and lovo of God. I am sure that all his jiupils, whether 
in the class room where he taught them or in thecha])el where he preached to them, 
wen; impressed by the soundness of his judgments, and I think ho bound them to 
him by the sincerity and unaffected interest which ho always showed for their personal 
welfare. 

SCHOLARSHIPS. 

In th(i (lay.s of Manning a scheme had been devised by him whereby 
worthy young men could be aided in securing an education when they 
Lad not sufficient means of their own. Manning's views are embodied 
in a letter v/hich he wrote in 1783 to Dr. Stennett, of London: 

Several pious youths, Avho ])romised fair for the ministry, having picked up some 
grammar learning, have applied to mo to know whether anyway can open for their 
assistance in getting an education. This has led me to think of a plan to assist such, 
and I have sketched out the following: That the Rev. Messrs. Samuel Stillman, 
Gardner Thurston, Isaac Backus, John Gauo, Hezekiah Smith, with the president, 
be a standing conimitteo of the corporation, and in caseof tlio deniiso of any of them 
their number to be filled up from time to time l)y themselves, who, or the major part 
of them, shall examine or approve of such as shall be candidates to receive the assist- 
ance which may be proffered to worthy characters in that way, aud to say in what 
proportions! it shall be dealt out to them. It will be easy to procure a vote of the 



140 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

corporatidii to invest this committeo with nil necessary powers to dischavgo this 
trust, and I have fixed npon men whose doctrinal and practical principles, as well 
as their character iu this country, will entitle them to the highest couiidenco of 
benefactors to this fund. I was long convinced that a plan of this kind Avonld ho 
vastly serviceable and proposed it to some of my friends, wh)so only objection 
against it was its interference with endowing the college, which was an object of 
the greatest importance; but I am of opinion that many Avould bo induced to give 
for this purpose who would not on any other consideration. Should a donation be 
oHercd, and these persons bo mentioned for the trust iu this way I have suggostetl, 
by some geutlemanout of the corporation, I am convinced that it would immediately 
take, and that something considerable could soon bo raised, which would be of stand- 
ing benefit to our churches and more widely disseminate the knowledge of truth. 
Such has been the feeling through New England in favor of a college education that 
our pious illiterate ministers are greatly circumscribed in their sphere of usefulness, 
of which many of them are sufticieutly sensible, and heartily wish their successors 
may be enabled to obviate this objection. A great and efi'ictuai door is opened for 
the labors of Bajitist ministers throughout our vast, extended frontiers, and many 
nej\' churches have been latelj- constituted in that howling wilderness; and indeed 
the labors of our society seem there generally preferred. 

Notliiiij? was accomplished at tliis time, because there was no pro- 
vision made by which funds coukl be secured for that purpose. It was 
problenuitical wliat Dr. Stennctt wouhl liave done had he lived, for he 
died nearly three months before this letter was sent. The letter, how- 
ever, indicated Manning's sentiments on the matter. 

During* the presidency of Dr. Sears a system of scholarships was 
founded upon a basis very similar to that suggested by Manuiug, except 
that they were open to young men of any denomination. President 
Sears considered this foundation as one of the most important acts in 
his administration. He said: 

The contributions for scholarships and for general purposes made by the business 
men of Providence and vicinity during the past year are received, not only as au 
evidence of interest in the success of the college, but as a pledge of future support 
from the people themselves, as well as from a few distinguished jiatrons. That 
between 25 and 30 individuals could be found, most of whom had never before been 
in any way identified with the college, to contribute $1,000 apiece to supply its wants 
and increase its influence is one of the most pleasing and encouraging signs of the 
times. This is not, indeed, the first time that the i)eopIe of Providence have shown 
their liberality as patrons of learning, but never before have contributions fixed 
at this standard come from so many individuals. 

A lund had been left by Nicholas Brown and the corporation voted 
in 1858 to devote it to the purpose of aiding deserving young men in 
obtaining their education while members of the university. This gave 
11 scholarships, at $1,000 each. In addition to those there were 36 
others, at $1,000 each. 

The university has now about 100 scholarships. Sixty-four of them 
are of $1,000 each. The income of these is given, under the direction 
of a committee appointed by the corporation, to meritorious students 
who may need pecuniary assistance; but a scholarship is forfeited 
if the candidate incurs college censure, or fails to secure at least 75 
per cent of the maximum marking. The $1,000 scholarshii)S are as 



BROWN UNIVERSITY. 141 

follows, each, unless otherwise indicated, bearing the name of its 
founder : 

The eleven Nicholas Brown Scholarships. 

The four University Scholarships. 

The President's (Sears) Scholarship. 

The six Alva Woods Scholarships. 

The James H. Duncan Scholarship. 

The Isaac Davis Scholarship. 

The Arnold Whipple Scholarship, founded by Mrs. Arnold Whipple. 

The Ephraim Wheaton Scholarship, founded by James Wheaton. 

The Joseph Brown Scholarship, founded by Mrs. E. B. Eogers. 

The Gardner Colby Scholarship. 

The James Y. Smith Scholarship. 

The two S. S. Bradford Scholarships. 

The Frances E. Arnold Scholarship. 

The Cornelia E. Green Scholarship. 

The Crocker Scholarship, founded by Robert H. and Thomas P. 
Ives, trustee. 

The Clark Scholarship, also founded by the Messrs. Ives. 

The Albert Day Scholarship. 

The Henry P. Kent Scholarshii). 

The Romeo Elton Scholarship. 

The five Annie E. Waters Scholarships. 

The L. Fairbrother Scholarship, founded by Mrs. L. Fairbrother. 

The George Lawton Scholarship. 

The John P. Crozer Scholarshij), founded by Mrs. Margaret Buck nell. 

The Horatio !N. Slater Scholarshii^. 

The Earl P. Mason Scholarship. 

The Newport Scholarship, founded by William Sauford Rogers. 

The Alexis Caswell Scholarship. 

The George K. and H. A, Pevear Scholarship. 

The Joseph C. Hartshorn Scholarship I. 

The Rogers High School Scholarship, founded by William Sun ford 
Rogers. 

The James Wheaton Scholarship. 

The Charles Thurber Scholarship. 

The Pardon Miller Scholarship, founded by Mrs. Ann E. Miller. 

The Hezekiah S. Chase Scholarship. 

The William Bucknell Scholarship. 

The Austin Merrick Scholarship, founded by Mrs. Olive E. Merrick. 

The three (Henry) Jackson Scholarships. 

The Mumford Scholarship, founded by Mrs. Louisa D. Mumford. 

The Henry Clifford Knight Scholarship, founded by Miss Amelia S. 
Knight, in memory of her brother, a member of the class of 1875. 

The Thurston Scholarship, founded by Hon. Benjamin F. Thurston. 

The Rufus Babcock Scholarship, founded by Mrs. Caroline Vassar 



142 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

Babcock Jones, in memory of her father, Rev. E-ufus Babcock, d. d., of 
thedass of 1821. 

Besides the above scliohirships there are others, the assignment of 
which is made subject to si^ecial provisions. Tliese are as follows: 

The Bartlett Scholarship, of $1,000, founded by Mrs. Elizabeth Slater 
Bartlett, the income to be "devoted to the support of one or more stu- 
dents needing pecuniary aid and giving promise by studious aims and 
by character and scholarship of rising to distinction and usefulness." 

The Glover Scholarships, of $5,000, founded by Henry R. Glover, "in 
memory of his father, Samuel Glover, a graduate of the college, of the 
class of 1808, and of his brother, Samuel Glover, jr., of the class of 
1839." Assignment is made upon the basis of character and attain- 
ments. 

The Scholarship of the Class of 1838, of $3,800, founded by members 
of the class of 1838, and also assigned upon the basis of character and 
scholarship. 

The Philadelphia Alumni Scholarship, of $1,500, founded by the 
"Philadelphia Alumni Association of Brown University." 

The Joseph Charles Hartshorn Scholarship II, of $2,000, founded by 
the gentleman whose name it bears. 

The George J. Sherman Scholarships I and II, of $1,000 each, founded 
by the gentleman whose name they bear. 

The Scholarships of the Department of Agriculture. By resolutions 
of the general assembly gf the State of Rhode Island the national 
grant " for the benefit of agriculture and the mechanic arts " was given 
to Brown University; and the fund of $50,000 which has accrued from 
this grant is, by agreement on the part of the university, devoted to 
the education of scholars, each at the rate of $75 per annum, to the 
extent of the entire annual income. Appointments to these scholnr- 
ships are made, on the nomination of the general assembly, by the 
governor and secretary of state, in conjunction with the president of 
the university. 

The "aid fund" is a fund of several thousand dollars, the income 
of which is applied, either by loan or by gift, to the assistance of deserv- 
ing young men of limited means. 

EXEMPTION FROM TAXATION. 

And furthermore, for the greater encouragement of this seminary of learning, and 
that the same may be amply endowed and enfranchised with the same privileges, 
dignities, and immunities enjoyed by the American colleges and European universi- 
ties, we do grant, enact, ordain, and declare, and it is hereby granted, enacted, 
ordained, and declared, that the college estate, the estates, persons, and families of 
the president and professors, for the time being, lying and being within the colony, 
with the persons of the tutors and students, during their residence at the college, 
shall be freed and exempted from all taxes, serving on juries, and menial services. 

Such were the provisions of the charter with regard to exemption 
from taxation. During the commencement of the war period this sub- 



BROWN UNIVERSITY. 143 

ject of taxation was made a matter of discussion, but was so settled as 
to preserve cordial the relations between the university and the city. 
This was not, however, the first time that this subject had aroused dis- 
cussion. As early as 1772, by the town meeting-, "all taxes" were con- 
strued as applying to the taxes that were due the colony, and the 
annual town tax was assessed and levied on the estates of the presi- 
dent and the i)rofessors. For two years this practice was followed, but 
in 1774 the assessors omitted to assess them on the ground that they 
were exempted by the charter. This provoked a newspaper discussion 
which was so animated that it was suggested a special town meeting 
be called, but wiser counsel prevailed. The following document, found 
in the archives of the university, will show the feeling in the college 
on the subject : 

In order to give satisfaction to the town of Providence, we whose names are 
underwritten do declare and make known that it is our real sentiment that the col- 
lege estate within the town (the edifice itself, president's house and garden, and the 
laud appropriated to the use of a yard to the college excepted), together with the 
person and estates of the president and professors, are in law and justice bound to 
pay their equal proportion of the town rates. Therefore, we do publicly and sol- 
emnly promise, under the freemen of the town now in town meeting assembled, that 
we will both in our public and private assemblies exert ourselves to the utmost of 
our abilities to cause for the future all taxes that shall be levied on the person and 
estates aforesaid by this town to be punctually paid. In witness whereof we have 
hereunto set our hands, in Providence, this 19th day of April, A. D. 1774. 

The discussion Avas revived during the period of the " late unpleas- 
antness " and conducted with calmness on each side. The president, 
with an eye to the future good of the college, argued that the wealthy 
professors were the ones who would receive the greater advantage 
from such exemption, and not those who had but little proi^erty to be 
taxed. Then, too, in our form of government, for an institution of 
learning to flourish it must have the good will of the people. On the 
other hand, he held that the general assembly had never made any 
appropriation for the college, which had been of great benefit to the 
State, hence any interference with the chartered rights would bo 
unjust. 

In 1862, after various preliminary steps, the following act was 
passed : 

Whereas in times of public danger all persons ought to bear their share of the 
public burdens in proportion to their ability, and this general assembly have full 
confidence in the patriotism of the said president and professors and in their will- 
ingness to bear their proper share of the taxation necessary for the ureservation 
of one Union and Constitution : Therefore, 

It is enacted by the general assembly as follows : So much of the act entitled "An 
act for the establishment of a college or university within this colony," passed at the 
February session, A. D. 1764, as exempts the estates, persons, and families of the 
president and j)rofessors of said institution, now known as Brown University, from 
taxation, is hereby repealed. 

In the house there was a spirited debate on this act, and it was voted 
to refer the matter to the committee on the judiciary, with instructions 



144 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

tliat the subject be presented to tlie corj)oration of the uuiversity. The 
final act, as below given, will indicate the next succeeding- steps and 
the compromise which was adopted. 

The corporation referred to the fact that tlie legislature proposed to 
free from taxation property under the value of $10,000, belonging to 
the academic staff; that the institution had been created to promote 
liberal education, and had been maintained solely by private benefac- 
tions ; that the greatest good could be accomplished by maintenance 
of cordial relations between the university and the State, and that the 
action of the assembly was based on the event of the assent of the 
corporation. In accordance with these statements the following reso- 
lution was passed by the corporation : 

It is hereby voted and declared by the corporation of Brown Uuiversity that, being 
authorized by the president and professors of said uuiversity, this corporation does, 
in behalf of the president and professors and in behalf of said corporation, consent 
to said act passed by the general assembly of the State of Rhode Island at its present 
session as aforesaid. 

This compromise effected an amicable settlement of this vexed ques- 
tion, and was considered by each side to be fair. It did much to remove 
any prejudice wliich was beginning to arise on the part of the people 
against the college. 

AGRICULTURAL LANDS. 

In 1862 the college funds were increased to the extent of $50,000 
through the acceptance of the agricultural lands, as they were called. 
These were lands of which the income was to be devoted to ''Endow- 
ment, support, and maintenance of at least one college, where the lead- 
ing object shall be, without excluding other scientific and classical 
studies, and including military tactics, to teach such branches of learn- 
ing as are related to agriculture and the mechanic arts, in such manner 
as the legislatures of the States may respectively prescribe, in order to 
promote the liberal and practical education of the industrial classes in 
the several pursuits and professions of life." 

The State legislature made the proper application, and the propor- 
tionate number, 120,000 acres (30,000 acres for each Senator and Eep- 
resentative in Congress from the State in question), fell to Ehode Island. 
They were transferred to Brown University by the legislature, upon 
the agreement of the corporation to fulfill certain particulars, among 
which were the following: To provide a college or dejiartment in the 
university where the branches of learning relating to agriculture and 
mechanic arts could be taught. Also to educate scholars, each at the 
rate of $100 per annum, to the extent of the entire annual income from 
said proceeds, subject to the proviso as aforesaid; the governor and 
secretary of state to have the right on or before commencement day of 
each year, and in conjunction with the president of the university, to 
nominate candidates for vacancies occurring in said college or depart- 
ment. 



BROWN UNIVERSITYo 145 

The sale of these lands brought into the treasury of the university 
the sum of $50,000. 

In the report of President Andrews, to the corporation for 1890, there 
appears the following sentiment regarding the agricultural fund: 

The attention of the corporation is invited to the agricultural fund of $50,000, 
which originated from the sale of the land scrip donated to the State of Rhode 
Island by act of Congress. July 2, 1862, and to Brown University by an act of the 
Rhode Island general assembly in January, 1863. Although decisions by the 
highest courts iu the land are to the effect that this money actually belongs to us 
and uot to the State, yet now that Rhode Island has its own college devoted to 
agricultural studies, it seems to m^ both just and wise to let the State, whence we 
derived it, receive it back. Being applied in the way of scholarships, it affords no 
sustenance to our teaching stalf — the reverse, rather, since it is ours only on condi- 
tion that we maintain a course in. agriculture, which would otherwise, however 
desirable, not be strictly necessary. Much as this fund has enlarged our ability to 
aid students, we shall manage to get on without it; while the relinquishment of it 
can uot but affect favorably the name and influence of the University throughout 
this State. Should the gift be refunded, it might be well to stipulate that all the 
worthy men upon the foundation at the time remain its beneficiaries till their grad- 
uation. 

Such being the opinion of the president, a committee was chosen to 
consider the question, and report to the corporation at its meeting in 
September, 1890. 

The committee on the return of the agricultural fund reported that 
while the university was under certain obligations to the State, it had 
hot come under any obligation to the United States by the acceptance 
of the sum, which would make it improper to return it to the State 
without the ifational Government's consent. The committee therefore 
thinks it will be the part of wisdom and good policy for the corporation 
to make the return providing it can be made on such terms as will 
be proper and satisfactory and as will relieve the corporation from 
further duties and obligations in the matter. 

CHEMICAL LABORATORY. 

As the college had been adding to the facilities in the departments 
of the arts and sciences, a laboratory for chemistry was needed. In 
1862 a building for such a purpose was erected, through the instru- 
mentality of Kathaniel P. Hill, who obtained subscriptions to the amount 
of $14,250. The credit of the plans without and the arrangements 
within are due to Prof. Hill. He had visited some of the best labo- 
ratories in the State and had given much attention to the department 
of science. The building was well adajjted for its uses and has served 
as a model for other institutions which have been seeking one of a sim- 
ilar nature. 

PROFESSOR DUNN. 

During the latter jmrt of this j^eriod occurred the death of Prof. 
Dunn, who, for the last sixteen years, had occai^ied the chair of rhetoric 
1123 R I 10 



144 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

that the subject be i>resented to the corporation of the university. The 
iinal act, as below given, will indicate the next succeeding steps and 
the compromise which was adopted. 

The corporation referred to the fact that the legislature proposed to 
free from taxation property under the value of $10,000, belonging to 
the academic stafifj that the institution had been created to promote 
liberal education, and had been maintained solely by private benefac- 
tions; that the greatest good could be accomplished by maintenance 
of cordial relations between the university and the State, and that the 
action of the assembly was based on the event of the assent of the 
corporation. In accordance with these statements the following reso- 
lution was passed by the corporation : 

It is hereby voted and declared by the corporation of Brown University that, being 
authorized by the president and professors of said university, this corporation does, 
in behalf of the president and professors and in behalf of said corporation, consent 
to said act passed by the general assembly of the State of Rhode Island at its present 
session as aforesaid. 

This compromise effected an amicable settlement of this vexed ques- 
tion, and was considered by each side to be fair. It did much to remove 
any prejudice which was beginning to arise on the jKirt of the people 
against the college. 

AGRICULTURAL LANDS. 

In 18G2 the coflege funds were increased to the extent of $50,000 
through the acceptance of the agricultural lands, as they were called. 
These were lands of which the income was to be devoted to "Eiulow- 
ment, support, and maintenance of at least one college, where the lead- 
ing object shall be, without excluding other scientific and classical 
studies, and including military tactics, to teach such branches of learn- 
ing as are related to agriculture and the mechanic arts, in such manner 
as the legislatures of the States may respectively prescribe, in order to 
promote the liberal and practical education of the industrial classes in 
the several pursuits and professions of life." 

The State legislature made the x)roper application, and the propor- 
tionate number, 120,000 acres (30,000 acres for each Senator and Rep- 
resentative in Congress from the State in question), fell to Rhode Island. 
They were transferred to Brown University by the legislature, upon 
the agreement of the corporation to fulfill certain particulars, among 
which were the following: To provide a college or department in the 
university where the branches of learning relating to agriculture and 
mechanic arts could be taught. Also to educate scholars, each at the 
rate of $100 per annum, to the extent of the entire annual income from 
said proceeds, sitbject to the proviso as aforesaid; the governor and 
secretary of state to have the right on or before commencement day of 
each year, and in conjunction with the president of the university, to 
nominate candidates for vacancies occurring in said college or depart- 
ment. 



BROWN UNIVERSITY. 145 

The sale of these lauds brought into the treasury of the university 
the sum of $50,000. 

lu the rei)ort of President Andrews, to the corporation for 1890, there 
appears the following sentiment regarding the agricultural fund: 

The attention of the corporation is invited to the agricultural fund of $50,000, 
which originated from the sale of the land scrip donated to the State of Rhode 
Island by act of Congress. July 2, 1862, and to Brown University by an act of the 
Rhode Island general assembly in January, 1863. Although decisions by the 
higliest courts iu the land are to the effect that this money actually belongs to us 
ami not to the State, yet now that Rhode Island has its own college devoted to 
agricultural studies, it seems to md' both just and wise to let the State, whence we 
derived it, receive it back. Being applied iu the way of scholarships, it affords no 
sustenance to our teaching staff — the reverse, rather, since it is ours only on condi- 
tion that we maintain a course in. agriculture, which would otherwise, however 
desirable, not be strictly necessary. Much as tliis fund has enlarged our ability to 
aid students, we shall manage to get on without it ; while the relinquishment of it 
can not but affect favorably the name and influence of the University throughout 
this State. Should the gift be refunded, it might be well to stipulate that all the 
worthy men upon the foundation at the time remain its beneficiaries till their grad- 
uation. 

Such being the opinion of the i^resident, a committee was chosen to 
consider the question, and report to the corporation at its meeting in 
September, 1890. 

The committee ou the return of the agricultural fund reported that 
while the university was under certain obligations to the State, it had 
not come under any obligation to the United States by the acceptance 
of the sum, which would make it impro])er to return it to the State 
without the National Government's consent. The committee therefore 
thinks it will be the part of wisdom and good policy for the corporation 
to make the return providing it can be made on such terms as will 
be proper and satisfactory and as will relieve the corporation from 
further duties and obligations in the matter. 

CHEMICAL LABORATORY. 

As the college had been adding to the facilities in the departments 
of the arts and sciences, a laboratory for chemistry was needed. In 
1862 a building for such a purpose was erected, through the instru- 
mentality of Kathauiel P. Hill, who obtained subscriptions to the amount 
of $14,250. The credit of the plans without and the arrangements 
within are due to Prof. Hill. He had visited some of the best labo- 
ratories in the State and had given much attention to the department 
of science. The building was well adapted for its uses and has served 
as a model for other institutions which have been seeking one of a sim- 
ilar nature. 

PROFESSOR DUNN. 

During the latter part of this period occurred the death of Prof. 
Dunn, who, for the last sixteen years, had occuijied the chair of rhetoric 
1123 R I 10 



146 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

and Englisli literature. Prof. Diraaii, in a discourse which he delivered 
on Prof. Dunn, called him a Christian scholar. Too often chief impor- 
tance is attached to what is taught rather than to the ability and 
influence of the teacher. Such was the opinion of Prof. Dinian, who 
said of him, 

I aiu inclined to estimato his success and nsefuluess as an instructor, yet I am not 
sure that, after -all,one of the cliief advantages which his pupils derived fronacoutiut 
with him was the inestimable privilege of being so long and so familiarly associated 
with such a polished gentleman. 

It is fitting, therefore, that in the history of the university he loved so 
well particular tribute should be paid to him. He was graduated from 
Brown at the age of little more than 18, and secured the highest honors 
of the class. For the two years succeeding 1844 he gave instruction in 
Frei:ch at the university. Three years were devoted to study at the 
theological seminary at Princeton, where he excelled as a Hebrew 
scholar. In 1848 ho had a parish in Camden, and from there, in 1851, 
received a call to the professorship of rhetoric and English literature 
at Brown. To this position he brought an ability in the languages 
and a love for his work. He was a man of great conscientiousness; 
hence in making such a change from the luilpit to a professorship he 
was influenced by the most serious convictions. 

Prof. Dunn did not embrace a literary career as a mere refuge from irksome obli- 
gations. He relinquished the ministry with profound regret, and often looked back 
upon it with longing eyes. It was evident to all that he did not enter upon his new 
position enamored of that lettered ease, which, with too many, is the chief recom- 
mendation of a literary life. Still less did he look upon it as a mere support, to be 
laid aside when some more lucrative enii)loymeut should present itself. 

The unconscious influence of a man like him upon the students was 
impressive, how impressive they never knew till, without the spell of 
its quiet and calm, they could reflect and then feel its loss. 

Ho was not one of those supreme natures that grasp and hold ; he rather by his 
genial and subtle contact unconsciously insinuated into others something of his own 
refinement, so that perhaps he really shaped them most Avheu they seemed least sub- 
ject to his sway. 

Perhaps no better outline of the man, or marked characteristic of 
Prof. Dunn, could be given than in the words again of Diman: 

Disposition as well as duty made him a purely academic man. Simple in his 
habits, and with no expensive tastes save a pardonable craving for the best editions 
of the best authors, he was satisfied with his moderate stipend, and no outside inter- 
ests ever chilled his zeal in his proper work. With this work nothing was ever 
allowed to interfere. Earlj- and late it filled his thoughts. It pursued him in the 
seasons set apart for rest and relaxation, and often called him back in the heat of 
summer, and when his colleagnes were yet oblivious of all college cares, to direct, 
through weary days and sleepless nights, the laborious prejiarations for commence- 
ment. It was characteristic of the man that he left full directions for the day which 
he did not live to witness. 

Of books his favorite was Bacon's Essays. On Sunday he would 
read the Christian Year, and always the Collect. Thackeray had for 
him a peculiar charm, and when tired, he would find amusement in the 



BROWN UNIVERSITY. 147 

mirth-provoking pages of Pick^Yick. He was a man of simple, unaf- 
fected faitli. " He entered the kingdom of Heaven as a little child, and 
the simple unquestioning faith of childhood he never lost." In a man 
of scholarly attainment it is always a pleasure to note a broad outlook 
and a catholicity of view. "As his experience became richer, his sym- 
pathies became more enlarged. The longer he lived the less he 
regarded what is outward and accidental, the more what is inward and 
essential." 

In concluding the sketch of the life of Prof. Dunn, we may quote the 
eulogy paid to cultured scholarship so characteristic of him: 

But the culture of Prof. Dunn, whether displayed in his conversation or in his 
style, derived its peculiar charm from its inseparable connection with himself. It 
wa3 not, as with so many, a mere external varnish; it permeated the whole man. 
To this was duo its delightful simplicity and its constant growth. Because it was 
so vital it was so assimilative. With his unusual versatility of talent he might have 
become a superlicial, showy scholar; but no man was ever farther from mero display 
of parts. The impression of learning that he made was never disproportioued to his 
solid acquisitions. On subjects respecting which he was but moderately informed, 
he rarely ventured an opinion. When ho spoke it was of things that ho imdeistood 
and his judgment was almost without appeal. His easy mastery of all matters that 
he allowed himself to handle, the rapid How of his ideas, the variety and pertinence 
of his illustrations, were jiroofs of a full mind and of a culture intrinsic and unaf- 
fected. In this respect Prof. Duun realized a type of scholarship but seldom wit- 
nessed in this country. He resembled rather the fine products of the English univer- 
sities, those ancient seats whose centuries of traditional refinement soi'ten the very 
air that sighs through their dreamy quadrangles. With us scholarship is valued 
in proportion as it is directly practical. It must concern itself with living interests 
to win the respect of men. We need a serener social life, a fuller emancipation from 
material interests, to make culture loved for its own sake. But if, as Matthew 
Arnold claims, sweetness and light compose the highest culture, this child of our 
training would not havo lacked admission to the inner circles of English academic 
life. To borrow another phrase from the scholar I have just quoted, Prof. Dunn had 
the ''note of urbanity." How easily would he have mingled with the fellows of an 
Oxford college; how congenial to his nature that still air of study; how nimbly 
would his wit have played in the encounters of the common room. 

The faculty in their minutes expressed a profound sense of the loss 
which they sustained in the deprivation of his strength and usefulness, 
and paid a tribute to his fidelity, scholarship, and character. 

Reviewing the administration of Dr. Sears, we have seen that the 
first decade extended through the financial crisis of 1857 and the civil 
war; yet there was progress. A laboratory for chemistry had been 
built by liberal citizens of Providence; a system of scholarships had 
been established; the relation between the State and the municipality 
had been made cordial by wise concessions regarding the matter of 
taxation; a debt of $25,000 had been met and additions had been made 
to the college funds. The new system had been modified, so that the 
three years' course for the degree of bachelor of arts had been aban- 
doned, and the degree was now bestowed at the end of a four years' 
course. The increased opportunities for a i^ractical education were 
still afiorded. 



150 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

nocd bo, and that ^Yith sovority, too, Imt it waa ;i rcbnko that caino from thti heart; 
you felt that it was ma,tlo in tho interost of truth; it stirred ii > liard fccliui;', and loft 
no stinging rcinombrauco, as when ono is piorcod by au arrow of censuro which h is 
boon tijipod with satire ; in short, it Avas a moral rebuke, and wrought its whoh-soir^ 
moral eClect. Indeed, in tho chiss room and in all tho interior discipline of college, 
a large part of which devolved upon him, a chief source of his success was in Iiis liue 
personal character. You never felt as a student that ho hold only official relatiouM 
to you; ho never met you with i)rofes8ional stateliuoss or reserve; thomaninhiui 
was far morn and hotter th:iu tho mere professor, tho man of large heart, of generous 
sympathies and warm affections; as you came into his lecture room or study, you 
felt that you wore in tho air of a genial humanity, in a friendly, humane presences, 
that inspired your coufidenco and awakened your love. An unspeakable blessing it 
is for a young man in his college days to have such a teacher oxer moving before him 
and near him, and insensibly instilling into his developing nature and life tho lino 
virtues of a true cliaracter ; whose words of counsel and warning, of admonition ami 
onconragement, are not drawn out from a sense of official duty, but How forth 
spontaneously from a living fountain of goodness and kindness of heart. I can recall 
an instance of his personal influence; how he quite won the heart of a student, who, 
in his first college term was summoned homo by tho tidings of his father's sudilen 
illness, and reached tho door where he had gone out only tv,o months before with 
that father's blessing upon his head, now only to join the procession that was bear- 
ing him to tho grave. When that youth came back to college, tho first great grief 
of his life heavy on his heart, Prof. Caswell came directly to see him at his room, 
which was next to his own, and spoke to him in those low tones of his such com- 
forting words the fatherless boy felt rising in him tho hope that ho had a teacher 
near bj' him Avho might be his paternal friend; and such I have reason to know 
he was and has been through a long series of snbse<iuent years; and in turn there 
has been cherished for him in a grateful heart, a reverent filial lovo. 

PROFESSIONAL SERVICES. 

It is ever true that men of liberal education are interested in more 
than merely concerns tlieir round of professional duties. Tliey touch 
men at many points, and they honor the college by using the culture 
and knowledge there obtained for their fellow men who are outside 
the aeademi(; walls. Quoting again from the commemorative dis- 
course : 

But Dr. Caswell was more than ai\ academic man; within no seclusion of learned 
study could such a nature and character as his have been content to dwell. He was 
born for comp.anionship with his kind; he loved tho light and air of tho world of 
human life, and his sympathies ran forth and touched it with living contact ou 
every side. Ho belonged to this community no less than to tho university; and he 
watched and followed, as with a jiersonal concern, its fortunes and affairs. There 
is hardly au institution among us, established for tho promotion of general intelli- 
gence, or for the relief of sufioring and want^ or for tho moral and religious eleva- 
tion of tho people, in which ho has not borno a leading part, efther in its origin or 
in its after history. Ho was ono of tho pioneers, in counsel and labor, in the estab- 
lishment of our system of public instruction, and was, for many years, a member of the 
school committee. Ho was ono of tho earliest friends of tho Providence Athenienm, 
and for eight years was ono of the board of directors, and for eight ye.irs nioro was 
vice-president of the institution. Ho was one of tho original trustees of the Rhode 
Island Hospital, and a member of tho building committee. 

It Avas under his auspices that the present Alumni Association was formed; and 
he was unaniiuously elected as its first president. As president of tho college, he 



BROWN UNIVERSITY. 151 

proved himself to be fittedlo iidiuiaister its afiairs, iu ;i somewhat peculiar crisis of 
ita history, to unite more closely its friends, and to set it forward in a new career 
of prosperity. Under his presidency, its I'csources were enlarged and new depart- 
ments of stndy were organized and provided with the means of instruction. The 
Museum of Natural History, which is hecoming a valuable interest of the university, 
owes its origin and establishment to his well-ordered plans and efforts. Ho admin- 
istered the presidential office in a spirit of manly independence, and stood firmly, at 
whatever cost of personal convenience and personal interest, to the responsibilities 
which devolved upon him. To dwell upon the manner in which he conducted the 
discipline of the college would only bo to illustrate, from a higlier point of view, 
what I have already said of his career as a professor. 

Ill 1863 he resigned bis professorship, but in 1808 he was called 
again to the academic circle as its chief, the i)residency being vacant 
on account of the resignation of Dr. Sears. As he had been connected 
with the faculty for nearly thirtj'^-six years, and had sustained very 
intimate relations with the two jireceding presidents, Wayland and 
Sears, he was admirably fitted to direct the college. 

Said one of the faculty : 

To dwell upon the maimer in which he conducted the discipline of the college 
would only be to illustrate, from a higher point of view, what I have already said of 
his career as a professor. In his intercourse with the students, iie so tempered his 
official dignity with the courtesy and kindness of a friend, silently drawing all into 
a reciprocal relation of Christian gentlemen, that ho was uuiversally esteemed and 
loved. 

CLOSING DAYS. 

Caswell acted as i)resideiit till 1872. His resignation took effect in 
June, at the close of the academic year. Like many others of the fac- 
ulty and chiefs who withdrew when still vigorous, he too did not forgot 
the college, and was summoned to take part in its councils. The words 
of Prof. Lincoln, recounting Caswell's labors at this time, may be here 
repeated : 

After his resignation of the presidency of the university. Dr. Caswell was granted 
some remaining years of life, which, while relieved from the pressure of daily official 
cares, yet went on to the last in an uninterrupted discharge of various duties. He had 
reached old age, but it was a ripe and vigorous one; it was quite what Tacitus calls 
criida ac viridis scnecfus; rather, I may say, it quite corresponded to Cicero's picture 
of old age, in that charming dialogue which our friend loved to read. It brought 
no iniirmatives of body or mind ; it witlidrew from no active pursuits ; it gave exalted 
pleasures and occupations; it imparted new dignity to the countenance and more 
weight to the character; and, while it was not far from the earthly end* it opened all 
the nearer visions of better life to come. At the meeting of the corporation, in 
which he retired from the presidency, he was chosen a member of the board of 
trustees, and, in 1875, a member of the board of fellows; so that it was his fortune to 
lend his active cooperation to a third college administration. And we have heard, 
in this place, the grateful acknowledgment of his successor, that he was his most 
cordial supporter, his trusted friend, and his confidential adviser. 

Dr. Caswell died in the early part of 1877, and the university 
mourned for him as one of her loyal sons. No more fitting close to 
the sketch of his administration can be made than in the classic 



152 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

words of I'lol'. Lincoln, at tlie conclusion of his connncmorative 
discourse : 

It is K<)0(1 and ennoblinj^ to behold our departed Iriciid in those heavenly scenes 
wliitlier lie has gone, tlH>ie reunited forever to the associates and ])artner8 alike in 
church and college of his gloriotis eiirthly toils. If the K'oman orator, unblessed by 
revelation, could brenk forth into exultant joy . it the ]»rospect of departing to the 
divine council of souls, surely, with the vision He ])laces in our hearts, in whom life 
mid immortaUty hare been brought to light, we may see His redeeniea ones united in higli 
and holy converse in the heavenly world, beholding together His glory and enjoying 
the full felicities of His everlasting kingdom. To that blest kingdom and its sweet 
societies, into which entrance has been ministered to him, the heart of one of his 
pujjils, who owes him more than any words of his own can express, Avould fain go 
after him now in filial salutation, while it cherishes the wish that his benediction 
might rest uj)on this service, which, all imperfect as it is, lias yet been done in siu- 
cerest honor of his dear meiiior\ : 

" Salve, care parens, alti nunc a'theris lucres, 

Et fruere aiternis, <iua3 tibi parta, bonis! 
Discipulique tui vocem cognosce supremam, 

Qiiic voliiit memories omnes esse tui." 

President Kobinson, 1S72-1889. 

lu January, 1872, the special business of the cori)oration was the 
election of a president for the university. The committee recommended 
the name of Dr. E. G. Robinson, who was then president of the Roch- 
ester Tlieological Seminary. He was graduated from Brown in the 
class of 1838. Dr. Robinson had been engaged in pastoral and educa- 
tional work and had been successful in each. In addition to the pres- 
idency, he held the chair of intellectual and moral philosophy. It was 
a cause for congratulation that Dr. Robinson had received his academic 
training under Dr. Wayland, and it was hoped that the methods so suc- 
cessfully b(\gun by him Avould be continued by his successor. 

Dr. Robinson fuUilled all the traditions for the qualifications of the 
presidency of Brown. He came from an institution with which he had 
been identified since its organization, so that he was a man of experi- 
ence as well as of scholarship. 

Ills purpose may be seen from the speech which he made to the 
alumni at the commencement of 1872: 

Gentmomen and Bhkthken ov tue AniMNi: I hiirdly know why lam here; 
bxit I have come gladly and with all my heart. I have coiiu; for earnest work. Our 
dear old mother has said, "Come home," and I have come. I have come to prove 
m\ self a loyal son of dear old Brown. I have come with a reverence for the asso- 
ciations which gather about this institution. I propose to work in the same line in 
which my predecessors have worked; but I am not forgetful of the fact that great 
progress has been made and is rapidly making. A college of this day can not afford 
to stand where a college stood twenty-live years ago. The times not only have 
changed, but they are changing more rapidly than we are aware, till wo stop and 
look back. I have come from teaching what is understood to bo one of the dryest 
and most uninteresting of studies. I have been a teacher of the(dogy. I do not 
propose to bring what belongs to a theological semiuiiry to a college. College 



BROWN UNIVERSITY. • 153 

methods are passing through Ji verj' rapid transition. There is no help for it. 
Physical science mnst he recognized in all its varied departments. It is impossil)le 
that Brown LTniversity should stand still and not open every conceivable avenue to 
its students in natural history and every department of natural science. There ia 
at this time no successful work in teaching that does not recognize physical science 
at every step. We must do it here. And in so saying, we are not going, I trust, to 
lose sight of linguistic pursuits, and I for one, do not propose to lose sight of the 
studies of mental and moral philosophy. Physical science, to-day, is mixed up in 
all its various departments, with metaphysical and moral science, and it is impossi- 
ble that we should separate them. They constitute parts of the grand curriculum. 
And, after all, I am satisfied that education which does not round out a man intel- 
lectually and morally is an education which, for this age is ineffectual. 

SLATER HALL. 

In 1879 an addition was made to the college buildings by the erection 
of Slater Hall, so named in honor of the giver, Mr. Horatio N. Slater. 
This hall is situated between Rhode Island and University halls, and 
is used for a dormitory. Being the newest of the three dormitories it 
was furnished with all the modern appliances. Nearly all the rooms 
are in suites of three. The growth of the college had necessitated such 
a building, so that its gift by Mr. Slater was very timely. 

The gift was of additional interest because made by a citizen of the 
State, a fact indicating that the citizens of the State delight to honor 
and advance her university. 

SAYLES MEMORIAL HALL. 

The devotion and self-sacrifice of the founders of an institution are 
entitled to their full share of praise, and justly. Conscious that they 
will be unable, in all iirobability, to see the results of their labor, they 
must work for future generations to appreciate and build upon the 
foundations which they have laid. 

When, therefore, the future years have demonstrated how well the 
foundation was laid and how wise was the early policy of the college, 
it is gratifying to record that the present generation recognizes its alle- 
giance to the wisdom of the past and delights to assist in the growth 
of the institution. 

Gifts of buildings and the endowments of professorships indicate a 
sense of gratitude to the alma mater and a recognition that the insti- 
tution is worthy of honor. 

Sayles Memorial Hall was the third building received by the uni- 
versity during this administration. The building was a memorial by the 
father, Mr. William F. Sayles, to the memory of his son, who would 
have graduated in 1878 had his life been spared. The letter contain- 
ing the proposed gift was read on the commencement day of 1878: 

I have selected this commencement, when my dear son, if living, would have gradu- 
ated, for the expression of what I hope v/ill be regarded with favor, iu order that 
when his classmates are conferring credit on their ahna mater his brief life may also 
not be without a beneficial influence on the institution he loved so well. 



154 HISTORY or HIGHER EDUCATION IN RHODE ISLAND. 

The INIemorial Hall was begun in 1870 and dedicated Jinio 4, ISSl. 
Itis on the middle cainpns between Wilson JIalland the cliemieal labora- 
tory. The arehitectnie is Romanesque, and the building- is cruciform. 
The exterior is ornate «and the iuscrij^tion in front, Filio letter Posuit 
MDCCCLXXXy indicates the occasion of the structure. In the vesti- 
bule is a bronze tablet to the son, ^yilliam Clark ^-^ayles. 

The building is of three stories; in the front part are the recitation 
rooms, eight in number. The rear contains the hall in Avhich are held 
the academic exercises. The need for such a building had been impres- 
sive, and the gift was most timely. 

At the dedication, eTuno 4, 1881, the address in behalf of the building 
committee and Mr. Sayles was made by Prof. Lincoln. After a descrip- 
tion of the inception of the building, Prof. Lincoln said : 

This building, ■which, in its appoiiitineuts and uses aud its surroundings I have 
now hricily described, ■\vo gratefully recognize to-day as the generous gift of a new 
benefactor of the college; placed, too, at once by this gift in tho roll of its most 
liberal benefactors. I^iko others, long known and venerated, -who have gone before 
bini in tho good work of endowing this university, our new benefactor is a Rhode 
Island man by birth and residence aiul lifelong occupations, who, by the employ- 
ment of his talents and skill and enterprise in those industrial pursuits in which 
Rhode Island has a kind of hereditary distinction, has acquired i'or himself an hon- 
ored n:i;;!o and conferred additional honor upon his native State. Not himself a 
gnulnato of tho college, bat occupied from his early years in the esigeut cares and 
labors of business life, ho has generously come to its aid from his " appreciation," 
as ho has told us in his letter to the corporation, " of the higher education which it 
afifords,"' and has bestowed upon it this gift for the increase of its efficiency and nse- 
fulncss in carrying forward this education. In no spirit of adulation, but of siu- 
cercst gratitude, may wo all unite, as we are assembled here as members of tho 
university and as citizens of Providence, in rendering our tribute of honor to Wil- 
liam Francis Sayles for what ho has done by the rearing of this building for the 
causo of science, and letters, and education in this college and in this conmiunity. 

President Robinson accepted the gift of the building on the part of 
the corporation. In the concluding address Prof. Gammell noticed 
the growth of the college and of the interest it Avas holding in the 
community. 

Tspcak to-day in tho presence of the governor of the State, and that fact alone wcmld 
remind mo of tho relations which have always existed between the university and tho 
peojilo of Rhode Island. It was a great enterprise when certain citizens of Rhode 
Islan-l in 1763 and 17G4, the year before the stamp act threatened tho struggles of the 
color.ics with tho mother country, determined to ask a charter for a college or uni- 
versity of liberal education. There was no project of the time that could have had 
smaller jironiise of important results. Tho charter Avas granted, but it lay wholly 
unused for some two years. Tho college was at length begun in the town of War- 
ren, and was established here in 1770 by the erection of University Hall, which was 
paid for by the contributions of the people of Rhode Island, very largely by the people 
of tho county of I'l'ovideuce. That, may it please your excellency, is a fact in our 
history which I delight to mention in your presence. That University Hall and 
those narrow grounds remained scarcely changed for about fifty years, when IIojio 
College in 1821 was built by that distinguished and most philanthropic citizen of 
Rhode Island, Mr. Nicholas Brown, at his own expense, and given to tho college. In 
1835 ilaiuiing Hall was also built by tho same gentleman and presented to tho coi'iio- 
ratioii. In 1839 a subscription was begun for the building of Rhode Island Hall, for 



BROWN UNIVERSITY. 155 

tlio Iniijding of a new mansion for the president, and for improving <be college 
grounds. That enhscription "was commenced ai;d nearly half ma;l(> np hy tl;-,; con- 
tribution of the same gentleman, Nicholas Brown. It was completed by the contri- 
bntions of the men and women of Rhode Island of that time. Some years afterwards 
the Cheniical Hall was erected also by the contributions of i>eople of Rhode Island — 
I may say almost entirely by people of Providence, and very largely by those who 
resided in the immediate neighborhood of the university. Thrn cmo yonder match- 
less Library Hall, the gift of Mr. .John Carter Brown, as i)rovided in Lis will and 
completed by Mrs. Brown, to whom the college owes a debt of gratitude for a bene- 
faction vrhich v/as prompted by a sentiment such as belongs to this which we to-day 
rtecive. It was the continuation of a work in memory of her lius.band. After this 
came the building of Slater Hall, the gift also of a Rhode Island man, Mr. Horatio 
N. Slater; for, though ho lives just at present in Ma.ssachusetts, we shall never cease 
to call him a Rhode Island man any more than we shall allow his family name to be 
blotted froi:i Rhode Island history. 

And now wo have this hall, our latest and crowning benefaction, by another citi- 
zen of Rhode Island, completing the list of eight halls that have been erected by 
people who belong to this State. Nor is this all. Our leading foundations for pro- 
fessorships, in like manner, all were given by citizcis of Rhode Island. The first 
was given by Mr. Nicholas Brown, long ago, as the basis of a professorship of ora- 
tory and belles-lettres ; another given by Mr. Rowland G. Hazard, as the foundation 
of the Hazard professorship of physics; another, given by Mr. ^yilliam S. Roj^ers, a 
Bon of Rhode Island, as the foundation of the Newport-Rogers professorship of chem- 
istry ; another by the Rev. Dr. Elton, long a profes.9or hero, and a citizen of Rhode 
Island to the end of his life, as the foundation of a professorship as yet not com- 
pleted, of natural theology; another of a lectureship ou the fine arts, by Mr. Mar- 
shall Woods, and last of all the Olney professorship of natural history, which has 
just been received by the college. All these halls and these professorships, one and 
all, constituting the greatest benefactions which the university has ever received, 
have come from citizens of the State of Rhode Island. I do not by any means mean 
to forget, or to show the slightest indifference to the gifts which have come to us 
from beyond the limits of our little territory; but it is to the credit of the State 
and to the credit of her citizena that so much has been done by those who have lived 
just around the college. And I may add tliat the State itself, ])y its legislature, has 
ajipropriated the funds which were received from the United States for the use of 
the college, in the agricultural department. That, too, Mr. President, is to the credit — 
very highly to the credit of the State. 

This Memorial Hall will now stand with the others, the glory of the college, and 
also the honor of the State — and I like to link the two together, for I can not think 
that tliey are separable. "V\Tiat adds to one, adds to the other; and what takes from 
one, takes from the other. If the State loses its high character it ceases to bo so 
attractive a place for the education of the young. If the college is not able to fulfill 
its destiny the State is less worthy and less desirable as a place of residence or a 
home of learning. I am not indifferent in any way to the beautiful spots which our 
State presents, whether upon inland streams or by the shores of the sounding sea; 
I am not indifferent to the great works which genius and capital, combining with 
industry, have spread over all our territory, and made it such a hive of labor, and 
given it such a renown for the beautiful products which it sends over the world. 
Still less am I indifferent to our benevolent institutions — to our noble hospitals, to 
our homes for neglected infancy and for wearied and exhausted old age — but I know 
not where on the soil of this State the people have more cause for congratulation 
and pride than in these few acres of college grounds given by her own citizens, and 
covered with halls erected by their munificence, and dedicated to that science which 
is shaping the civilization of mankind ; to that literature and those studies so fitted 
for the nur ure of the young, so fitted to adorn human character and to dignify 



150 HISTORY OF IIIGIIER EDUCATION IN RHODE ISLAND. 

hniiian lifo, aiiil in (>viMy way so wortli y oi' the civilization of ■\vliicli wo boast. As 
it has been in the jiast, so let it bo iu the future. Let it still bo tine that the people 
of Khodo Island shall be the groat and leading snpimrtcra of tho collogo; let it ever 
be true, also, Mr. President, that the college shall be tnio and faithful, loyal and 
devoted to tho interests and tho fame of Rhode Isla,ud. 

THE LIBRARY. 

Tlio new library building- was the tiist of n series of tlireo erected 
duniig- the presideiu-y of Dr. TJobiiison. The second was Slater Hall 
and the third Sayles Menu>rial Hall. The library biiildino; ^vas tho 
gift of John Carter Brown. The private library whicli bears his name 
is one of the most valuable for its collection of Americana, and the 
owner was always glad to open it to scholars. 

There are certain names that are prominent in the life of a community 
or an institution. But still more wortliy of note is the fact that a 
family from gcncratiou to generation identilics itself with the highest 
welfare of an institution. The changed name of the university to 
Brown University attests the grateful recognition of its indebtedness 
to the family in whose honor it has received its name. 

Ji)hn Carter Brown was the son of Nicholas Brown, who had done 
so much for the college. He had given books, money, buildings, and 
his personal interest. Ho had founded the pernument library fund. He 
had given ]\[anning Hall. It was the great nnclc of John Carter 
Brown, who was for twenty -two years the treasurer of the college, and 
who was the first to present to the library an important gift of books. 
His grandfather was one of the members of the corporation in 17G4. It 
will tlius be seen how closely allied to the interests of tho university 
was this family. With such an example from his ancestors, to which 
was united a love of letters on his own part, John Carter Brown pre- 
sented rare and costly books to the library of the uni\ersity. Partic- 
ularly valuable Avere the collections of Italian, I'rench, and (iernmn 
books. 

As has been stated in the description of the library i)roper, its home 
in Planning Hall was unsuitable, because the building was not fire- 
proof, and the arrangements of the room were inadequate and incon- 
venient. 

February 8, 1800, Mr. Brown subscribed conditionally $25,000 for 
t|ie university. Of this $15,000 was to be used towards the erection 
of a fireproof building for the library. Previously he had bought the 
lot where the building was erected. In 1800 the conditions of his 
bequest of 1800 had been fulfilled, so that the library fund was now 
b(\guu. Before the death of Mr. Brown, in 1874, he gave the lot and 
made i)rovision in his will for the addition of $50,000 to the sum i)re- 
viously given by him. 

The corporation at once took steps towards the erection of the build- 
ing. Messrs. Alexis Caswell, Rowland Hazard, and J. C. Hartshorn 
were elected to serve as the library building committee. On the 



BROWN UNIVERSITY. 157 

death of Dr. Caswell, President Robinson was cliosen to fill the 
vacancy. The personnel of tliis committee was a pledge that the work 
intrusted to it would be accomplished so as to insure the most satis- 
factory results. Work was begnn on the bnilding in 1875 and the 
edifice was completed in 1877. The architecture is Venetian-Gothic. 
The situation on a corner lot, ox)posite the campus, makes an imposing 
site and affords an admirable setting for this treasure house. The 
interior of the building has been described in connection with the 
working of the library. When dedicated the library contained nearly 
50,000 volumes, now placed in a building in which the only wood con- 
struction is that of the shelves. Four inscriptions Avere placed on the 
walls, commemorating the benefactions of the donor of the bnilding, 
the change of the name of the college, the erection of the building 
under the care of the corporation, and an extract from the Vnlgate. 

The inscriptions are placed in the north, west, east, and south panels 
respectively : 

Johannes Cartkr Biu)wn 
Natus a. D. MDCCXCVII 

ViVUS HrjUS BlBLIOTilECvE FaL'TOU 

MoRiENS Annuo Memor 

HuNC Locum 

Pecuniamque Huic Aedificio Htruendo 

Testamento Legavit. 

Obiit a. D. MDCCCLXXIV. 



Collegium Insulve Riiodien'sis 

A. D. MDCCLXIV Conditum 

Propter LiUERALrrATEM Nicolai Brown 

Ab Ejus Nomine Ai'pelatum Est 

Univkrsitas Bri'nensis 

A. D. MDCCCIV. 



Hoc Aedificium 

ViRI Ex COLLEGIO AcADEMICO DrLECTI 

Faciendum Curaverunt. 

A. D. MDCCCLXXV Incepti m 

A. D. MDCCCLXXVII Finitum Est. 



Melior Est Enim Fructus Meus Auro 

Et Lapide Pretioso 

Et Gemina Mea Argento Electo. 

Beatus Homo Qui Audit Me 

Et Qui Vigilat Ad Fores Meas Quotidie 

Et OiiSERVAT Ad Postes Ostii Mei. 

Prov. VIII. —19, 34. 



158 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

The total value of the building is $120,000, Alterations and unfore- 
seen cxi)enses had brought the cost of the building above the amount 
voted by the corporation, Tliis additional expense was provided for 
by Mrs, Sophia Augusta Brown, who desired this amount to be added 
to the sum which her husband had given. 

The present facilities secure accommodation for 100,000 volumes, and 
by a few changes room can be gained for an additional 50,000, The 
final act of the building committee was placing in the library a bust 
of the donor. This was also the gift of Mrs, Brown. 

President llobinson said in accepting the keys: 

This library stands here au ouduring, a most worthy, inonnment to themuuiticence 
of its donor. It was fitting that ho, who more than all others had enriched the 
library of Brown University, should close the long series of his generous deeds by 
providing tlie means for a structure that should be at once a safe rejjository and a 
perpetual memorial. 

Great libraries, it is true, bo Ihey ever so large, ever so select, do not necessarily 
make either great or good universities. A university is made great, not by its library, 
not by tho number of its students, not by the multiplicity of its departments of 
instruction, but by the character of its instructors and the quality of tlieir work; 
and the highest stylo of work can never bo produced except tho instructors shall 
themselves be instructed by tho productions of the best intellects tbat have lived. 
A great library is au indispensable adjunct to a great and good university. Such a 
library and a building suited to the best uses of it are now in the possession of Brown 
University. When centuries shall have passed, and we, now so full of animation, 
have passed away and been forgotten, youthful and asiiiring minds will come beneath 
this roof eager in the pursuit of knowledge; they will gaze upon the features of 
that bust; tliey will read tho inscription upon the uplifted walls of this dome; they 
will catch the inspiration of great thoughts and worthy deeds. The still air of 
delightful studies that will ever brood amid these alcoves will breed in their youth- 
ful minds lofty aspirations; and catchiugthe inspirations that will come to them from 
these crowded shelves they will not be unmindful of their predecessors, and they 
will give th.anks to God for the inestimable treasures that will here be stored for 
their use. Great will be their heritage, and great, we trust, will be in the future the 
results growing out of tho erection of this building and the filling it with the best 
productions of the best minds of our race. 

Honoring, then, the memory of him who has given this beautiful and majestic 
building, and thankful to the fast friends who have enriched or now are enriching 
the library which is here to be stored, let us still bear up and steer right onward. 

PKOFESSOR DIjVIAN. 

In the early part of the year 1881 the college was called to mourn the 
death of one of the faculty, endeared to all who knew him — Prof. 
Diman, His death was a loss not only to the university, but to the 
State, At the close of the memorial exercises in the assembly, the 
house voted to adjourn, a token of respect seldom paid to a pri^•ate 
citizen. But Prof. Diman was beloved by all who (;ame within the 
sphere of his presence, and admired by all who knew him. He had 
held the chair of history and political economy since 18(54:. 

.leremiah Lewis Diman was born in Bristol, B, I,, jMay 1, 1831, In 
recounting the life of a man, the biographer eagerly seeks information 



BROWN UNIVERSITY. 159 

regarding the parents and the liome life of the youth. Whence were 
derived those traits which made the man the scholar or the statesman? 
In wliat environment was his youth spent? 

It was said that his grandfather was "peculiarly mild in disposition, 
gentle in manners, and domestic in his habits. He was a great reader, 
with a good memory, fond of investigation and argument, and was 
deacon of the Catholic Congregational Church for more than twenty 
years. His grandmotlier was a grandniece of Benjamin Franklin, as 
Frances Franklin, her grandmother, was sister of the i)hilosopher. 
Diman's father was a man of strong character, with a fondness for anti- 
quarian lore." His information in matters of local history was remark- 
able. He had been elected to serve as governor of the State and was 
held in high esteem by his fellow-citizens. His mother was character- 
ized as "exceeding modest and retiring; it was her only ambition to be 
good and to do good." 

In the words of his biographer, Miss Hazard — 

Of 8UC'li parents, with fevicli an ancestry of pure, pions ]>eople, was he horn. In him 
all the virtues of the various lines seemed to unite. His nohle hearing spoke of the 
Puritan; his grace of manner of the livelier French Itlood; his philosophic mind 
■was the true descendant of tlie first American philosopher; his tenderness of his 
sainted mother. 

The anecdotes of his youth show that, although he was fond of study, 
he was a true boy in his delight for games and sports. Entering college 
at IG, he soon gave indications of his scholarly mind, so that he was 
honored by all. While in college he commenced a commonplace book, 
in which he was accustomed to write out an analysis of what he read, 
or jot down his reflections. Thus he made his own what he read, 
and stored away what in after years he used to such excellent advan- 
tage. These books show his fondness for history and philosophy. He 
also read extensively works of a religious character. His tastes were 
in the direction of literary rather than scientific studies. On gradua- 
ting he delivered the classical oration on " The Living Principle of 
Literature." 

It was his intention to devote himself to the study of divinity, after 
a year's study and intercourse in the home of Dr. Thayer, of Newport. 
The next two years he spent at Andover. Here was formed a little 
coterie of congenial sj)irits, and it was their testimony that Diman was 
the center of it. His training was further increased by a study of two 
years in the universities of Halle, Berlin, and Heidelberg, It was dur- 
ing these two years that he came in contact with the leading men of the 
universities, and that he received great inspiration from galleries and 
museum. These two years but widened and deepened his own catholic 
thoughts and convictions. In 185G he was licensed to preach, and in 
December of the same year he was ordained as the pastor of the church 
at Fall River. He remained with this parish till ISGO. That year he 



100 inSTOKY OF HIGHER EDUCATION IN RHODE ISLAND. 

was married and establishod liislioiuc in Brookliiie as tlic pastor of t ho 
OoiigTegatioual CLurcb. Till 1804 he held this charge, when be with- 
drew to aocopt tho diair of history and political oconoiuy at Brown 
University. 

Prof. JMniau was now o7. Trained in the best methods of his alma 
wj<(/cr, to Avhieh were added his etmrse of (wo years at Andover, and 
two years of Kuroi)ean travi'l, he was a well-ronnded seholar. In addi- 
tion to that, he had been most acceptable as a pastor, a fact that was 
proven by the repeated calls he received from leadinj;' chnrches. All 
these facts conspired to make him a i)rofessor with all the noble trails 
of the Christian g-entleman. 

In addition to his college duties he i)reaclied from time to tinie. He 
lectured before the Nornnil School and the Friends' School. Perhaps 
his inlbience was as great in connection with the writing which he did 
for the Providence Journal from 18(1(1 to the close of his life. A vigor- 
ous and scholarly writer, he could express himself as freely as he 
M'ished. TTis own idea ol' the innction of' a newspaper will best show 
the spirit of the nmn : 

Tlio snccosst'ul conduft of iv daily i):i|>er, aiinini;' to tako lii;;li rank as a. j'uidci of 
/ublio opinion, is attemlotl with |ie<'uliar diflicultios, dinienltios Avliichour ivadora 
can not fully approoiato. If wo conceived that onr only function was to wait on 
public scntinuMit and echo the jnovailing- scutinunit around ns, the labor would be 
greatly simplified. But believing that our readers kxdc lo us for an honest and 
straightforward expression of our own sentiments, we can not avoid the peril at 
times of olVendiug some for whom wo cherish the utmost respect, and of being mis- 
xmderstood by others ui>on whose good oiiiniou we ])laee the highest value. 

Too often the charge of exchisiveness can be bionght against the 
scholar; that he does not let the comiuunity have the beneiit of his 
attainments. But this could never be urged against Prof. Diman. 
For ten years he lectured at his home to classes of ladies of the city of 
Providence on historical subjects, lie was one of the members to draft 
the rules and regulations of the Friday Evening Club, which consisted 
of but twelve members, nearly all of whom \vere men not in academic 
professions. He was the life of the club. Said one of the members: 

I may as well give up trying to translate that subtle charm of his talk, which ia 
so easy and sweet to remember, and so hard to put into any fit description. The 
silvei' resonance of that voice still dwells in onr ears, though it is silent forever. 
That line sarcasm which I sec now going down that speaking face, a'.ul into his nose 
and lijis and tones; that incisive wit and wisdom which penetrated his very voice 
and manner; that swift passage of his mird and hia talk from grave to gay, from 
lively to severe: that rich culture which made his words, his very manner of saying 
anything, music; that calm power which held listeners like a magnet — it ia all like 
water spilled on the ground, which can not be gathered up again. Hardly a drop 
of it, in its fresh beauty, have I been able to recover; for how great and yet how 
indescribable the charm of our friend's conversation was. 

He was a contributor to the leading reviews and quarterlies. He 
pronounced several orations, among them the Phi Beta Kai)pa oration 
at xVmherst in 18G9, and at Harvard in 187G. He gave a course of 



BROWN UNIVERSITY. IGl 

lectures at tl)c Lowell Institute in Boston and at tlic Johns noi)kin8 
Univ'ersity. Of liis manner as a lecturer President Gilman says: 

Ho seoincd to Ix; talking to a fompany of fiieiidH on a Hiibjoctof great iiii]»ortatif;e, 
wliicli ho i»(!rf«ctiy underHtood, witli an unlic.sitatitig coriiinand, not only of iiairios 
and diitoH, but of f!xa<^t epithets and diHcririiinaJiiigHciitenccH. The eaHO with which 
lie lectured, under cirouinstauceHof very coii.siderahle dif/iculty, was only eqiiiiiled 
by the instructiou and jihaHiire he gave the auditors. 

Friday, January 28, 1881, Prof, Diman delivered liis last lecture to 
tlie senior class in history. There was no suspicion that the pain in 
his face of wiiicli lie complained would jnove s(;rious. But such was 
the case, and he died the following Thursday. The disease was malig- 
nant erysipelas. The news of his death came with startling surprise. 
The students looked at each other with wondering eyes querying if it 
were really so. Can Prof. Diman be dead? The exercises in the chai)el 
on tlie foUowing moining were particularly impressive, and the entire 
university showed by the solemnity and quiet their sense of sorrow at 
the great loss whi(;h it had sustained. Not only was his alma mater a 
mourner, but the city and the State felt that its favorite son had bt-en 
taken. So closely had he identified himself with the city and the State 
that on any sj)e<;ial occasion it was to him that the municiiial and State 
authorities looked us the man to do honor to the (iveiit. This he ever was 
ready to do, because he believed that it was the duty of the scholar to 
keep in touch with the community. The representative men who gath- 
ered to i)ay the final resi)ects to the dead showed how wide was the 
circle of mourners, not oidy in his own but in other States. So closely 
had he identified himself with academic circles that it was the general 
feeling that from the a<;ademy of letters had gone one whose loss woidd 
be keenly felt. 

liesolutions of res])ect and condolence were passed by the assembly, 
the corporation of tlie university, the chapter of the Psi Upsilon of 
which he had been a member, and the senior class. 

Among all the tributes to his memory, that by his friend, I'rof. Mur- 
ray, of Princeton, has been selected to conclude this sketch of Prof. 
Diman : 

He had been sought for pulpits in our principal cities by reason of his abilities as 
a preacher; for professorships in other institutions; repeatedly by Harvard College, 
where he was honored and beloved, as he was honored and beloved here; sought 
also for positions as the head of seats of learning. Hut our rejoicing is this, that 
his work was linished here in the university of which he had ever been a filial son, 
ill the city which was proud of him, in the State wliich he loved, and with whoso 
history he has forever linked himself. 

He was stricken down in the very flush and bloom of his power and plans. The 
summer vacation had been delightfully passed with his family and with dear life- 
long friends amonj^- the mountains and lakes and by the sounding sea. Recruited 
apparently by it, he had gone partly through the winter's work. For the first time 
in his life did that work seem to drag him along with it, instead of iieing triumph- 
antly lifted and borne by him. Disease came at length so tieaciierously that none 
feared it till it was too late, and then, on that winter evening, the shock — the 
pitiless, dreadful shock, the hush that settled in a hundred homes of the city, in 
1123 R I 11 



162 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

the very streets. Nothing could have been more touebiug nud nothing could have 
been more significant. 

Months havepassed, and yet we ask ourselves, " Is he gone? " The vitality that was 
in him, so exuberant, so large, making itself felt in so many circles, giving a sense 
of his presence so strong and deep that we can not help recalling and repeating 
those lines of the '' In Memoriam" so closely applicable to our beloved dead: 

*' If one should bring me this report 
That thou hadst touched the land to-day, 
And I went down unto the quay 
And found thee lying m tlie port; 

" And standing muftled round in woe, 
Should see thy passengers in rank 
Come stepping lightly down the plank 
And beckoning nnto those they know; 

" And, if along with tho3c should come 
The man I held as half divine. 
Should strike a sudden hand in mine 
And ask a thousand things of home, 

" And I should tell him all my pain, 
And how my life had drooped of late. 
And he should sorrow o'er my state, 
And marvel what possessed my brain, 

" And I perceived no touch of change. 
No hint of death in all his frame; 
But found him all in all the same, 
I should not feel it to be strange." 

Wo buried him in the snows of Avinter. The sky over our heads as we bore him 
to the cemetery was full of blessed sunlight. There was "cahn and deep peace iu 
the wide air." There was calm and deep peace, too, in our hearts as we remem- 
bered the noble life and recalled the words, " Blessed are the dead that die in the 
Lord." We thought of the coming spring, in which he always so delighted, and 
the spring has come to us. He is, in the langu.age of a favorite hymn, where 

Everlasting spring abides, 
And never withering flowers. 

Yet ho himself has uttered words in one of his sermons which are so deeply true 
and so (ouchingly xjcrtinent that they i)roTe the fittest conclusion to this com- 
memorative service. 

•'Even when iu middh^ life tlio strong man is suddenly stricken down, dj'ing in 
the midst of the battle, with harness on, there are many aspects in which the sor- 
row is full of comfort. It is the death which the good soldier never shuns. The 
memory left is not of decay, but of the fullness of manly strength. The image 
which afifection cheri.shed is a grateful one. And especially is this the case when 
into the zealous and faithful labor of a few years have been conij)ressed the work of 
a long life. We need not length of days to do well our life work. The most con- 
secrated souls are often called soonest away." 

PROFESSOR CHACE. 

A famous man once said, "I have learned more from men than from 
books." Ill the history of an institution there are certain men who 
stand forth promineut for their moral worth and for the imijressiou 



BROWN UNIVERSITY. 163 

they make on their studeuts. One of the benefits derived from contact 
with a great teacher is the personality which he impresses by examijle 
and precept. Too often the student in college may not appreciate how 
great has been this influence, but sooner or later his recognition of it 
will come, and the loving tribute of ai)preciation will be jiaid. 

If any excuse need be offered for the biography of men prominent in 
the college, it can be urged that only as their lives arc known can be 
seen the motives and i^urposes which have given them the influence 
they wielded. 

Said Prof. Diman on one occasion : 

Admiraljlo culture of whatever kiucl must have its roots in the moral seutiment. 
Scientific training, unless regulated and qualified hy broader culture, can only end 
in debilitating instead of enlarging the spiritual natui'e * * * foj. education 
must receive its shape from above, not from beneath. 

Particularly appropriate were these words to the character exempli- 
fied by Prof. George Ide Chace, who for forty years was identified with 
the college in all the grades of academic work from tutor to president. 

The subject of the following sketch, George Ide Chace, was born in 
1808 in Massachusetts. Entering the sophomore class in 1827, while 
Dr. Wayland was president, he proved himself an enthusiastic student, 
graduating with the highest honor. He determined ui>on teaching as 
his vocation in life, and his after career showed how wise was this 
choice. He accepted the principalship oi" an academy in Waterville, 
Me., but remained there for a brief period, having accepted a position as 
tutor in mathematics at Brown. This was in 1831. In 1833 he was 
advanced from tutor to adjunct professor in mathematics and natural 
philosophy. Prom this time his instruction in the natural sciences 
began. The next year he held the chair of chemistry, and in 183G the 
dejiartment was enlarged so as to include geology and physiology as 
well as chemistry. This position he held till 18G7. 

The natural sciences at that time were not given such an important 
place in the college curriculum, but even then for one man to combine 
so many in his instruction showed that he had rare ability. Prof. 
Chace was a man of ability in several subjects, but it was admitted 
that if he had devoted himself entirely to pure mathematics he would 
have held a foremost jjosition among the ranks of mathematicians. 

After the resignation of President Sears, Prof. Chace held the presi- 
dency of the college for 1SG6-'G7. 

There was a feeling that as all the other presidents had been clergy- 
men such a i^recedent should be followed. This was the reason of the 
appointment of Dr. Caswell to the position of head of the college. 
This change involved another in the instruction, namely, that Prof. 
Chace should take the chair of moral and intellectual philosophy. His 
presidency of the college during the one year he held it showed his wis- 
dom and devotion. The change from the department of the sciences 
to that which he now held was made in the confidence that his work 



164 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

would be well done. Nor was this trust uiisplaced. The hold which 
he had upon his classes in this department niay'be seen from a quota- 
tion liom the petition of the class of 1872, when there was a i)ros})ect 
that he would not be able to complete the course of that collegiate 
year : 

» # ;* Yonr iniitruction can not, wc feel, be replaced to us; still less can be 
filled the place which vou occupy in our hearts. We desire, therefore, as a class, to 
return to you our heartfelt thanks for the past ; and while expressing our preference 
for your instruction over that of anyone who nii.yht succeed you, we sincerely hope 
that it may be within your power to complete our course of instruction iu moral 
philosophy, when we shall consider it our honor to leave the university with you. 
(Signed by the class.) 

The class had the privilege of his instruction through the year, but 
in the same year, 1872, he decided to sever his connection with the col- 
lege. For forty-one years he had served on the faculty. His retire- 
ment was the result of mature deliberation. In 18G7 he had written to 
his sister: 

I prefer to close my professional, career while I am in full strength and vigor, and 
■while I havetstill freshness of interests enough to find other occupations attractive. 

Prof. Chace was one who brought his academic culture into the com- 
munity, tie lectured before the Peabody Institute and the Smithso- 
nian. Under Dr. Waylaiid the methods of university education were 
reorganized, and scientific instruction in the processes of the arts 
was to be given to the community. Accordingly, Prof. Chace delivered 
a course of lectures for tiie benefit of those engaged in the working of 
metals. The course was eminently successful, and those who attended 
expressed their appreciation by presenting the professor with a silver 
pitcher. He was one of the original members of tlie Friday Evening 
Club, of wliich Prof Diinan was such a valued member. Here, in the 
discussions and in the papers which he presented, was seen the wide 
range of his scholarly mind. He Avas also a contributor to leading 
reviews. Perhaps the most successful of his addresses was that com- 
memorative of Dr. Wayland. This was delivered in 186(3, and extracts 
have been given in connei-tioii with the sketch of Dr. Wayland. 

After leaving the university he spent, two years in foreign travel. 
On his return he was chosen to the chairmanship of the State board of 
charities, and the remainder of his life was spent in philanthropic 
work. Tiie respect and tlie esteem in Avhicli he was held by his fellow- 
citizens were shown by the tributes to him from all sides. Mindful to 
the last of his devotion to his alma mater, he left $0,000 to be devoted to 
two scholarsliips. llis death occurred April 29, 1885. 

The following extract from a resolution oflered by Prof Lincoln, on 
the part of the alumni, will indicate the opinion of his colleagues : 

His rare ability iu tlio sciences, both iu the iuvestigatiou and in the communica- 
tion of truth; his clearness and fullness of comprehension iu the statenunit of i)rin- 
cijdes, and his skill and aptness in their illustration; the stimulating iuiliience of his 
instruction toward the i)ursuit and ;ici|uisitiou of sound knowledge, and their 
molding moral force iu producing right habits of thinliiug and noble forms of 



BROWN UNIVERSITY. • 165 

character — all these -will ever be cherished by his pupils among the choicest inerao- 
ries of their college education, and be treasured in the history of our university 
among the best elements of its fame and usefulness. And while we thus recall, as 
alumni of this university, the useful services of Prof. Chace's long professional 
career, we would not forget the new course of service, no less useful, on which he 
entered at the completion of that career. He might reasonably then have sought a 
studious retirement, where he might spend his declining years in meditation upon 
the elevated themes of philosophj' and religion so familiar to him by nature and by 
habit. But so strong Avcre his tendencies to useful action, he saw so keenly the need 
of such action in the world, the good that imperatively needed to be done and the 
evil to be undone, that ho then gave liimself with fresh zeal and devotion to the 
promotion of the great interests of philanthropy, morality, and religion, in connec- 
tion with charitable and iiublic institutions in Rhode Island. This feature of Prof. 
Chace's life and character reminds one of the words of a Latin poet, said of a great 
Roman, vrho was a man alike of action and of tliought: "Nil actum credetis, dumquid 
superesset agendum." So it was with Prof. Chace, that he thought "nothing done so 
long as anything remained to be done." So was it also with him as a Christian man, 
that with the aim and spirit of a life to be lived not for self, but for others, he 
gave his best thoughts and efforts to wise and beneficent measures for the cure of 
the sick, for the care of the insane, for the instruction of the ignorant, and the refor- 
mation of the vicious. Such was the end that crowned the work of his life. 

PROFESSOR GREENE. 

In January, 1883, occurred tbe death of Prof. Samuel S. Greene. 
From his identification with the higher educational interests in the 
State, not only at the college but in the city, mention should be made 
of what he did. 

He, too, was a graduate of Brown, of the class of 1837. He taught 
till 1810, when he was appointed agent of the Massachusetts board of 
education. After the adoption of the new system, he was appointed 
professor of " didactics " at Brown. In addition to his duties there he 
commenced a course of lectures to teachers, which was the germ of the 
normal school. In 1855 he was appointed professor of mathematics 
and civil engineering at Brown, having resigned the position of super- 
intendent of the city schools. 

Perhaps he is as widely known through his text-books : Analysis of 
the English Language, First Lessons in Grammar, Elements of Enghsh 
Grammar, English Grammar, and Introduction to English Grammar. 

The minute which was entered on the records of the faculty will show 
the esteem in which he was held by those who were associated with 
him. 

His extensive and accurate acquaintance with literary as well as with scientific 
subjects,, and his enthusiastic devotion to the cause of education, both in the public 
schools and in the university, are widely known and are appreciated, and have con- 
tributed lai^gely to the reputation and dignity of tliis institution. We recall, too, 
his almost unequaled skill as a teacher of abstruse and difficult sciences, his 
unwearied efforts in imparting knowledge, the noble serenity and dignity of his 
Christian character, which left so deep au impress on all his pupils, and we feel that, 
as a corps of instructors, we have met with a loss well-nigh irreparable. 



1G6 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

THE COLLEGE IN 1889. 

The last report of Dr. Eobinson to tlie corporation in 1889 gatbered 
up some of the experiences of the college since he had assumed the 
presidency. Attention was called in it to the fact that for the first 
time in its history the degree of doctor of j^hilosophy had been con- 
ferred on two students Avho pursued special courses of resident graduate 
study. 

On this side of the university work he continued : 

It is earnestly to be lioiietl that courses of graduate study, to be rewarded by 
higher degrees, which have thus been begun, will hereafter become i^ermauent parts 
of the educational opportunities afforded at Brown University, and that these courses 
of study will be so far multiplied and extended as to embrace the chief branches of 
literature and science. Surely a college that has existed for a century and a quarter, 
has existed in the midst of a rich and populous city from which it derives a largo 
percentage of its students, and a college that for three-quarters of a century has 
borne the title of university, ought by this time to do something more than to 
repeat an endless routine of elementary studies. 

In thus advocating an enlargement of the sphere of work, and pleading that 
provision be made for advanced instruction, nothing is further from my thought than 
that the distinctive work of the college should in any way be interfered with, or its 
courses of study or standards of excellence be in any way changed. The thorough 
work of the college is indispensable as a preparation for advanced work in any 
department whatever. Nothing in the matter of education seems to me more irrational 
than a proposal to supplant the college with the university, or to attempt instruc- 
tion in the higher ranges of knowledge without a thorough grounding in its ele- 
ments. 

With reference to the deportment of the students the i)resident says: 
College pranks and disturbances by night, so common years ago, have for the pres- 
ent ceased. I hardly know how the same number of young men could bo expected 
to conduct themselves with more uniform decorum and propriety than oar students 
have done during the last year. For ten years or more there has been a steady and 
uniform improvement of manners and deportment. The contrast between the deport- 
ment of students the past year and seventeen years ago has been too marked to 
escape the notice of the most casual observer. I wish I could speak with equal con- 
fidence of a corresponding improvement in studiousness and attainments. In saying 
this, however, I would by no means be understood to imply that there is less devo- 
tion to study than formerly, or even that there is not more. But increase in the 
amount of thorough scholarship, and in the number of students who.se aims arehigh 
and generous, has not in any college in the country, so far as I can learn, distinctively 
characterized the so-called progress of recent years ; has not kept pace either with 
the multiplication of departments of knowledge, or with the increase of means for 
exploring them. That the social and festive element of college life has largely and 
very generally increased is manifest to all men. The increase of this element doubt- 
less to some extent accounts for the diminution of the spirit of disorder once so com- 
mon in all the colleges. So far as this college is concerned I think there has also 
been an increase of manliness and solf-respect. Student life with us has been brought 
into closer relations than once existed with the social life of the city. The iuilnenco 
of this has been restraining and refining, though it may not always have been intel- 
lectually quickening. 

In conclusion reference was made to his withdrawal from the presi- 
dency : 

In resigning the presidency of the university, I retire with the consciousness of 
having labored honestly for its best interests; and with the conviction that, while 



BROWN UNIVERSITY. 167 

its progress, from causes which ought never to liave existed, has not been all that I had 
labored and hoped for^ there has nevertheless been an advance in the kind and 
extent of its work ; it has never been in more favor with those who are disposed to 
supply it with needed funds than it now is ; and it never had a better prospect of 
usefulness and of patronage from all parts of our country than has recently been 
opening before it. 

At tlie meeting of the corporatiou, when the resignation of Dr. Eob- 
inson was presented, and a committee chosen to select his successor, 
Prof. Gammell made the following remarks: 

The fnuds of the university, which in 1872 were, $552,430, were, in 1888, $960,411, 
not including the gift of Mr. Duncan, $20,000, and a more recent gift of $20,000, and 
other gifts, which would make the total about $1,018,000. The endowment has been 
very nearly doubled (not counting the Lyman bequest, from which $60,000 or $70,000 
will be realized). These gifts have come very largely from the community in which 
the college is located. 

For this prosperity we are greatly indebted to the judgment, the iidelity, the 
ability, and the diligence of President Robinson. During those seventeen years he 
has never been absent from a college duty, from a recitation, or from a chapel exer- 
cise, except when called away by public duties. How few professional men have a 
similar record. 

Of his instruction I may speak with conlidence, having had two sous under his 
instructions, and it having been my duty in various vrays to know the iuternal his- 
tory of the college. The instruction has been of a very high order. He has done 
much to raise its standard; he has restored largely the spirit of the instruction of 
my old teacher. President Wayland. 1 consider this a fair statement of the results 
of Dr. Robinson's instruction. 

President Andrews, 1889. 

Upon the resignation of Dr. Eobinson, a committee of 9 was chosen 
to elect a new president. The task was difficult on account of the 
numerous candidates that were before the committee. After due con- 
sideration, the unanimous choice of the committee was in favor of 
Elisha B. Andrews, who was then holding the chair of political economy 
at Cornell. 

Dr. Andrews was graduated from Brown in 1870, and from Newton 
Theological Seminary m 1874. He held a pastorate in Beverly, Mass., 
for one year, and was the president of Oenison University till 1879. 

For the next three years he was at Newton Theological Seminary. 
He was then called to the chair of history and political economy at 
Brown. This position he held for five years, going to Cornell in 1888. 

Of the many comments which appeared with reference to the new 
president of the university, the following will give a very good idea of 
the man: 

While under 45, he is the senior by fourteen years of Dr. Wayland, when that cele- 
brated educator was first elected to his position. Brown has had very young as well 
as very aged presidents, and it is now returning to one of the best traditions of its 
honorable history in summoning to its chief seat Dr. Andrews, in the prime of his 
manhood. 

Dr. Andrews is not a narrow-minded or bigoted denominatioualist, but a man of 
broad catholic sympathies, comprehensive learning, and commanding force. He is 



168 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

Biiigularly well adapted for the work of completely emanoipatiug that college from 
sectarian iulluences aud establishing it on the broad foundation of higher scholar- 
ship and good letters. Under his predecessor, Brown has made remarkable progress 
during the last seventeen years, and he will enter upon his work under the most 
favorable auspices, a new gymnasium having been already practically secured. Dr. 
x\ndrews, however, is not an educator who is dependent upon rich endowments or the 
size and iiumbiu" of college buildings. lie belongs to the same class of teachers as 
Dr. Arnold, who could have established a great school if he had started it in a barn. 
He is a man endowed with n genius lor teaching and (or commanding the sympathies 
of young men. 

The personality of the head of au institution will be inii)ressed on 
its working' force. A man of broad ideas, progressive and energetic, 
can do much to bring au institution of learning into the front ranks. 
It is not enough to have collected a faculty who shall all be eminent 
in their departments — a line equipment of laboratories aud libraries 
will not bring a college to the front — but there must be a man at the 
head who can see into the future. He must plan now for what is to 
come; he must secure the cooperation of the academic staff, and have 
the enthusiastic admiration of the students. In addition to these essen- 
tials within the college walls, he must bring the college into touch with 
the life of the city. The college is an institution of the city, and to 
the extent the citizens feel a i)ride in it, will its sphere of usefulness be 
increased. In the opinion of the friends of the institution, such quali- 
fications are happily united in its present leader. Coming to the 
university as the unanimous choice of the committee who were chosen 
to elect a president, it is confidently believed that under his adminis- 
tration an era of prosperity is opening up before the university. 

A college must depend for its main support on the body of its 
alumni. Tliose of Brown are to-day holding positions of trust and 
honor in all the States of the Union. Although the college is denomi- 
national, it is not sectarian. There is every reason to suppose that 
very few measures in its administration have been advanced or with- 
drawn on strict sectarian grounds. The interest which the alumni 
evince is shown by the readiness with which the Lincoln fund was 
secured. 

Wilson Ilall was ready for occupancy in 1890. The Ladd Observatory 
was built, and plans for the new gymnasium had been accepted. 
The history of the beginning of these additions belongs to the i)revious 
administration, but the results will be an integral part in the increased 
facilities of the university in the immediate future. 

COURSE OF STUDY. 

In 1889 two students received the degree of doc tor of philosophy after 
special courses of stu<ly in residence at the university. The degree of 
master of arts is bestowed upon a candidate, already a baclielor of arts, 
who has completed a thorough course of liberal graduate study, sufficient 
in amount to constitute a fifth year of college work and has passed 



BROWN UNIVERSITY. 169 

satisfactory examinations tiiereuj)on. The degrees of bachelor of arts 
and bachelor of philosophy are conferred at graduation. Students may 
pursue a select course without becoming* a candidate for a degree. The 
attendance in the class room must be at least sixteen hours per week. 
The course is one of four years. 

The courses of instruction form a system of required and elective 
study. The studies of the freshman year are all required, with the 
exception that a choice of courses is offered candidates for the degree 
of bachelor of philosophy according as tliey do or do not pursue the 
study of an ancient language. In the sophomore and junior years the 
required studies occupy seven of the sixteen hours of instruction each 
week, and in the senior year live of the fourteen hours. The required 
studies of the freshman year are selected for their disciplinary value, 
in order that the students may the more profitably pursue those of 
subsequent years, whatever they may select. The required studies of 
the sophomore, junior, and senior years are restricted to English, 
German, history, and philosophy, the jmrsuit of which is deemed 
necessary for all students who are to be recommended for a collegiate 
degree. 

The elective studies offer the student a large number of subjects, 
and are so placed in the curriculum that freedom of choice is allowed 
withiu the necessary limitations of the schedule of lectures. In this 
schedule a number of parallel courses, extending through the three 
years, are made available, and to these each student is advised to con- 
form in selecting his studies. 

In addition to the regular courses of instruction, special-honor courses 
are offered, which are open to students who desire to do extra work in 
any particular department. These honor courses consist mainly of 
additional reading sui)plemented by essays, and examinations are held 
at the option of the several professors. 

THE DEPARTMENTS OF INSTRUCTION. 
PHILOSOPHY. 

The primary aim in the required philosophical studies is to strengthen 
and discipline the pupil's mind, and as far as possible to render him a 
safe, strong, independent thinker and investigator. Along with this 
goes a practical purpose, especially pronounced in ethics, to aid pupils 
in mastering those important problems in this department which are 
basal to all high intellectual life and to conduct. Great attention is 
given to the topics of practical ethics and casuistry, now of such pecul- 
iar interest to the world. In the history of philosophy, which is elec- 
tive, effort is made, by one year more in ancient philosophy, from 
Plato as center, the next in modern, with Kant as the fixed point, to 
reveal the concatenation of philosophical systems, the march of sys- 
tematic thought from master to master. The teaching is not merely 



170 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

analytic or historical, but positive and constructive, the reverse of 
skeptical. The evolution of religion and the course and meaning of 
divine revelation are pointed out and emphasized. 

GREEK LAXGUAGE AND LITEKATIRE. 

The studies in this dei)artnient are prescribed for the freshman year 
and elestive for the sophomore, junior, and senior years. 

The courses of instruction and study aim to give the student a crit- 
ical knowledge of the language, to secure for him facility in reading 
and appreciating Greek authors, and to interest him in the study of the 
literature, civilization, and life of the ancient Greeks. 

The courses of reading may be greatly extended for those who are 
either candidates for the higher degrees or are studying for honors. 

TJie president's premiums for excellence in preparatory Greek are 
awarded after a special examination at the beginning of the freshman 
year. 

The Foster premium for the highest excellence in the Greek lan- 
guage is awarded after a critical examination at the close of the senior 
year. 

LATIN LANGUAGE AND LITERATURE. 

The studies in this department, as in Greek, are prescribed for the 
freshman year, and elective for the sophomore, junior, and senior 
years. The courses of study have been specified, but other authors 
than those named may be read in different years. 

It is intended that lectures be given to the freshman and sophomore 
classes, on the ends and scope of the studies of the department, and on 
the literature pertaining to them 5 also on the authors read and their 
contemporaries in Eoman literature. In connection with the study of 
Horace, lectures on Kome and the Eomans of the time of Augustus 
will be given. The elective courses in the senior year areaccompanied 
by lectures. 

The chief objects aimed at in the instruction may be briefly stated 
as follows: To secure for the student by grammatical and exegetical 
study, and by sight reading, the ability to read Latin with facility 5 to 
cultivate by faithful translation his power of expression in English; 
and by uniting continuous historical and literary illustration with the 
1 eading of classic Eoman writers, to make the study of Latin a means 
of increasing his mental discipline and literary culture. 

The president's premiums for excellency in preparatory Latin are 
awarded after a special examination at the beginning of the freshman 
year. 

CLASSICAL ARCHEOLOGY. 

In connection with the work in Greek and Latin an elementary course 
of instruction in classical archaeology is offered to the senior class as an 
elective study for the first half-year. It consists chiefly of a study of 



BROWN UNIVERSITY. 171 

the hi.storj of Greek sculpture. The text-book, Oollignon's Manual of 
Greek Arch;eology translated by Wright, is suj)plemented by lectures 
and by extensive collateral reading. The plaster casts in the museum 
of classical archaeology, photographs, engravings, etc., are used by the 
instructor to illustrate the subject. 

RHETUKIC AND ENGLISH LITEKATUKE. 

The aim of the course in rhetoric is to give a thorough and systematic 
training in the piinciples and practice of English comx)osition. The 
different kinds of composition are set forth in their logical relation to 
each other; and es.says, whose plans are based on specific rhetorical 
methods, are required from the student. 

The subject of style is discussed both theoretically and practically, 
and the elements of rhetorical criticism are applied in the analysis of 
the work of a standard author. 

There are two i^arallel courses in English literature, one general, dis- 
cussing the uniform and progressive develoiiment of the literature from 
the fifth to the nineteenth century; and the other special, embracing 
the reading and literary criticism of leading authors from the fourteenth 
to the nineteenth century. The aim of the courses is to inculcate the 
unity of the literature, and also to cultivate the literary taste of the 
student that he may appreciate the classics of our English tongue. In 
connection with the elective course in the senior year lectures are given 
on early American literature. 

For rhetorical work in the junior year the student is required to pi'e- 
pare essays in connection with both the courses in literature, and also to 
deliver orations, which have been i)rivately rehearsed before the instruc- 
tor in elocution. 

In the junior year a voluntary class is formed for the study of 
Anglo-Saxon. 

The course in elocution includes the acquirement of the principles of 
the art, and such a drill in vocal development and delivery as to assist 
the student to become an etfective speaker, 

HISTORY AXD POLITICAL SCIEXCE. 

The course of instruction in history and political science continues 
through the junior and senior years. Throughout the former, history 
is a required study ; throughout the latter, there are electives in polit- 
ical science, in which, however, much attention is given to historical 
matters. 

During the first term of the junior year, the mediaeval and modern 
history of Europe are studied. Lectures are first given upon the his- 
tory of the Roman Empire from the death of Marcus Aurelius to the 
latter part of the fifth century. A text-book is then used, by means of 
which, in connection with informal lectures, class-room reports, and 
supplementary reading, the history of Europe is pursued down to the 



172 HISTORY OF HIGHER EDUCATION IN KIIODE ISLAND. 

beginning- of the cigbtecnth century. During tbc second term the 
same subject is continued until the history of the present year is 
reached: the term is tlienceforward devoted, after similar methods, to 
the study of the i)olitical and constitutional history of the United 
States, especially since the year 1783. This study, also, is brought 
down to the jjresent time. 

The elective course of the first term of the senior year is occupied 
with the subject of constitutions, European and American. The forms 
of government of the chief European states are considered. The 
study of the American Constitution, next succeeding, is not confined 
to comment on the document called by that name, but aims to insure a 
comprehensive knowledge of all the most important institutions of 
government actually existing in America. The study is accompanied 
by efforts to give a clear historical knowledge of the internal jjolitics 
of Euro])ean and American states in recent years. The subjects of the 
elective in the second term of the senior year are the history of law, 
and international law and the recent history of diplomacy. Lectures 
treat of ancient law, and of the history and development of Koman 
law and of English law. A small text-book of international law is 
then employed, the study of which is accompanied by lectures and 
reports on important topics of recent diplomatic history. Thus, the 
first elective being accompanied by a study of the recent interiuil his- 
tory of European and American states, the second is accomi)anied by 
the study of the recent history of theii' external relations. The adjust- 
ment of a revised curriculum to the conditions presented by existing 
classes has caused some deviation fiom this programme during the 
present year. 

POLITICAL ECONOMY. 

The course in political economy comprises two parts: (1) An elemen- 
tary course, occupying three hours a week during the first half of the 
senior year. (2) An advanced course, occupying three hours a week 
during the second half of the senior year. The elementary course is 
based upon a text book, sui)plemented by lectures on the part of the 
instructor, and by reading in standard authors and investigations on 
the part of the class. Some of the more important economic problems 
of the day are discussed, and their relation to underlying economic 
princi])ies shown. 

The advanced course is intended to vary somewhat from year to year, 
one of two objects being kept in view, either to introduce the student 
to the careful and detailed study of some special field of economics, or 
toshoAv the science in its broad historical relations. Two hours a week 
are tlevoted to the history of tlie science, with Ingram's History of Politi- 
cal Economy as a textbook, and lectures by the instructor on the his- 
tory of economic life, and the relation between that life and tlie develop- 
ment of economic science. The students are required to read extensively 
in t:!0 move inn)o:'t;v.!t authors de;ilt with. Ono liour :Tweel: is devoted 



BROWN UNIVERSITY. 173 

to a discussion of economic problems, involving important principles, 
with the purpose of reviewing and fixing firmly in mind the work of tbc 
elementary course. The endeavor is made to give these problems as 
practical a character as possible, in order to train the student in the 
application of economic principles to the questions of modern economic 
life. 

In addition to the regular course, a class of 10 or 12 students, espe- 
cially interested in economics, meets the instructor two hours each 
mouth for seminary work along some special line of study, varying from 
year to year. The work is based upon Walker's Money, Trade and 
Industry, and Jevons's Money and the Mechanism of Exchange. Inves- 
tigations are made and essays presented upon topics which are sug- 
gested by these works. 

MOOKRN LANGUAGES. 

The department of modern languages includes German, French, 
Italian, and Spanish. The main aim is twofold: to lay a broad and 
firm foundation in the forms and syntactical structure of the language 
studied, and to furnish an introduction to an appreciative acquaintance 
with the literature. A subordinate and auxiliary aim is to afford prac- 
tice in writing and speaking the language. These aims are modified 
somewhat by the subject studied, the length of the course, and the 
number in the class. 

GERMAN. 

This study may be pursued three years, in recitations three times a 
week, from the beginning of the sophomore year to the end of the 
senior year. It is a required study only during the soj)homore year. 
The following courses are offered: 

{1) Introductorij course of o)te year. — Careful attention is here given to 
the language, to forms and to syntax, enforced by daily drill in inflection 
and in parsing, by written exercises, and by practice in speaking. A 
variety of selections is read from the best authors, each passage being 
pronounced aloud in German, translated, analyzed, and construed. 
Proper attention is bestowed upon literary quality, but more upon the 
linguistic side of the study. One hour each week through the Avhole 
year is devoted to conversation and composition. 

(3) Course in Schiller, of one-half year. — Less attention is now given 
to the grammar and more to the literary elements, to the thoughts pre- 
sented, to the beauties of style, to the versification, and to a compari- 
son of Schiller with other writers. The aim is to introduce the class 
to an acquaintance with Schiller. One hour each week through the 
half year is devoted to conversation and composition. 

{3) Course in Lessing, of one-half year. — The literary aim is here the 
dominant one. The study of the grammatical side of the German is, 
however, not lost sight of, though very little time is given to class-room 
drill. 



174 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

(i) Course in Goethe, of one year. — In this the literary side of the 
study absorbs the whole attention. There is no study of grammar 
merely as grammar, though the student is held responsible for the 
most accurate translation and interpretation of all the work set before 
him. As in the preceding courses, all the work must be read at least 
twice in the original. 

(•5) Course in literature. — During the middle year occasional lectures 
are given upon the pieces of literature studied. During the last year 
there is a course of tliirty lectures upon the rise and development of 
German literature, with special attention to the period beginning with 
Klopstock and ending with Goethe. The class is required to take 
notes, to pursue a course of reading ui>on the subjects studied, and to 
submit written essays upon assigned topics. 

{G) Honor course. — This course extends over the entire three years? 
and is open only to those who maintain in German a rank of 95 per 
cent. The course consists of a careful preparation upon selected 
l)ieces from the authors read in the class room, equal in amount to the 
work performed by the class. Upon this work the student is from time 
to time examined. 

(7) Graduate course. — An advance course is already opened for those 
who desire to pursue German in connection with other studies, for the 
master's or the doctor's degree. 

In the year 1890 there will be ottered to graduate students a course 
in the middle high German, including: 

1. A course in middle high German and its relations to old and new 
high German. 

2. A course of readings in the Miunesiinger, Walther von der Vogel- 
weide, and Wolfram von Eschenbach. 

3. A reading and critical study of the national epic, Das Nibelungen- 
lied. 

FRENCH. 

Candidates for degrees are examined at their entrance to college upon 
French grammar and upon easy French prose. Tliey are then sepa- 
rated into divisions based uiDon scholarshi}). The course extends over 
the first two years, three hours a week. The general aim is the same 
as that already set forth in German. 

(1) Elementary course, of one-half year. Tlie second and third 
divisions of the freshman class are given a course in grammar work 
and in the reading of easy prose, in which grammatical drill is the 
prominent feature. 

(2) Course in Eacine, of one-half year, ojien to the first division of 
the freshman class during the first half year, and to the second and 
third divisions during the second Ualf year. In this course attention 
to the literary work and to grammatical analysis are given equal prom- 
inence. Especial attention is given to reading in the original, to trans- 
lation, to versification, to grammatical and critical anaylsis 



BROWN UNIVERSITY. 175 

(3) Course in Conieille, of oue-balf year, ox)eu to the first division of 
tlie freshman class during the second half year. The main work is a 
careful study of the author's masterpieces, on the literary side, though 
considerable time is given to the study of the language. 

(4) Course in Moliere, of one-half year, open only to those who have 
coinpleted course 3. Several of the masterpieces of Moliere are read, 
with a careful examination of the style and the peculiarities in lan- 
guage. 

(5) Course in Yoltaire and later writers, of one-half year, open to 
those who have completed course 4. 

(G) Honor course, of two years, open on the same conditions as the 
similar course in German, to which the work corresponds in quantity and 
character. 

(7) Graduate course, corresponding to the parallel course in German. 



This study is offered as an elective during the first half of the senior 
year. The aim is to impart afacility in reading and translating readily 
and accurately easy prose and verse. 

ITALIAN. 

This study is at present offered during the last half of the senior 
year as an elective. The aim is similar to that in Spanish. 

MATHEMATICS, PURE AXD APPLIED. 

The full course of mathematics occupies four years. 

Pure viailivinaiics. 

First year. — (1) Geometry, solid and spherical, with original propo- 
sitions, taught by means of oral recitations and frequent written exer- 
cises. (2) Trigonometry, analytical, plane and spherical, the use of 
logarithmic tables and trigonometrical formulas, and solutions of prac- 
tical problems. (3) Algebra, embracing the theory of quadratic equa- 
tions, permutations and combinations, undetermined coefficients, the 
binomial theorem for negative and fractional exponents, summation 
of series, and logarithms. 

Second year. — Analytic geometry, comprising the straight line, the 
circle, the parabola, the ellipse, the hyperbola, the general equation of the 
second degree, higher plane curves in analytic geometry of two dimen- 
sions, and the point, the straight line, the plane, and surfaces of space, 
revolution in analytic geometry of three dimensions. 

Third year. — (1) Differential calculus, comprising the differentiations 
of algebiaic and transcendental functions, successive differentiations, 
the evaluation of indeterminate forms, maxima and minima of func- 
tions of a single variable, and the development of functions in series. 
(2) Integral calculus, comprising the elementary methods of Integra- 



176 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

tiou aud tlieir application to the determiuatiou of areas and volumes, 
and the rectification of curves. 

Fourth year. — (1) A continuation of the course iu integral calculus 
and the general theory of equations. 

Applied mathematics, including engineering. 

The full course in this department occupies four years, but a longer 
or a shorter course may be pursued if the student so elects. Those not 
wishing to pursue the full course will find the studies so arranged that 
the knowledge and practice aciiuired in a partial course will be prac- 
tical and available. Ample provision wUl be made for the instruction 
of any who desire a more extended course than is here indicated iu 
engineering aud in higher mathematics. Any part of the engineering 
course is open to all students as an elective, if they are prepared by 
previous work to pursue it to advantage. 

The following is the order of study for the regular course: 

First year. — (1) Geometry, trigonometry, and algebra, as indicated in 
the first year of pure mathematica. (2) Plane geometrical problems, 
consisting of both recitation work and mechanical construction. A 
thorough discussion of the various methods of constructing compli- 
cated problems, involving original work, is required. Mechanical 
drawing, consisting of instruction in the use of instruments, line 
drawing and pen shading, (construction of plane geometrical prob- 
lems, and the more complicated plane curves, the i)rinciples of j^ro- 
jection and their application in model drawing. (3) Free-hand draw- 
ing, consisting of crayon drawing of lines, simple outlines of figures, 
shading, drawing of models of machinery, and architectural drawing. 
(4) Surveying, comprised in thi'ee i^arts, viz, recitation work, field 
work, and plotting. In these are embraced a study of the construction, 
use, and adjustment of engineering instruments, comi)ass and transit 
surveying, computation of areas, supi)lyiug omissions, laying out and 
dividing land, section leveling, cross-section W'ork, computation of earth- 
work, topograi)hy, and the laying out of railroad curves. 

Second year. — (1) Analytic geometry is indicated in the second year 
of pure mathematics. (2) Descriptive geometry, comprising recitation 
work and mechanical drawing, discussion and X)roof of the methods of 
representing (1) geometrical magnitudes, and (2) the solution of prob- 
lems relating to these magnitudes in space, and the application of 
descriptive geometry in machine drawing from models. (3) Shades 
and shadows, linear persi>ective, and isometrical projections. 

Third year. — (1) Differential and integral calculus, as indicated in 
the third year of pure mathematics. (2) Advanced surveying, com- 
Ijrising recitation work, field work, and plotting, construction, use, and 
adjustment of instruuients not considered in the first year, land sur- 
veying, topographical surveying by the transit and stadia, hydro- 
graijhic mining and city surveying, the measurement of volume, geo- 



BROWN UNIVERSITY. 177 

detic surveying, and iirojectiou of maps. (3) Theory of structure, 
embracing tlie construction of foundations in all classes of soils, pile 
foundations and substructures, stability of blocks of stone or brick 
entering 'into tlie structure of walls of buildings, arches, retaining 
walls, and piers, and trigonometrical calculations of strains on different 
varieties of framed structures, including trussed and suspension bridges, 
with both steady and rolling beds. (4) Graphical analysis of strains 
on roof and bridge trusses and other framed structures, and strains on 
cables aifd other portions of suspension bridges. 

Fourth year. — (1) General theory of equations as indicated in the 
fourth year of pure mathematics. (2) Weisbach's Mechanics. The 
following are among the subjects considered: The laws governing 
motion and force, statics of rigid bodies, theory of the center of gravity 
in surfaces and solids, equilibrium and dynamical stability of bodies 
rigidly fastened, resistance of friction, elasticity and strength of flexure, 
hjalraulics, embracing the structure and use of hydraulic machines, the 
investigation of the laws which govern the flow of water from reser- 
voirs, and the flow of water in rivers, canals, and conduit pipes, and 
water as a motor. (3) Lectures on the history of architecture and 
architectural construction. (4) Special classes, open to all students in 
mechanical drawing, are arranged according to the wants of the appli- 
cants. 

Students desiring admission to this course are subjected to an exam- 
ination on the same amount of mathematics as is required of candidates 
entering for a degree. 

The objects sought to be attained are, in the freshman mathematics: 
(1) A thorough knowledge of the elementary principles of mathematical 
science, which will prepare the student for any advanced mathematical 
work. (2) A discipline of the mind to careful analysis and strict logical 
methods of thought and the develox)meut of the reasoning powers. 

In the higher elective classes in pure mathematics: (1) Mental dis- 
cipHiie for those students who do not intend to pursue the subject 
further. (2) A thorough mathematical foundation for all students who 
desire to make mathematical studies a specialty. 

In applied mathematics: (1) The application of the principles of pure 
mathematics to the practical problems of mechanical work and investi. 
gation. (2) To make such use of those mathematical and mechanical 
works within the time allotted to the course as will enable the student 
in the future to i)ursue by himself more extended works. (3) To i^re- 
l)arc students in engineering to enter at once upon field and office 
work. 

CHEMISTRY. 

The chemical laboratory is open to students from 8 :30 a. m. to 2 :30 

p. lu. on. every week day except Saturday. It is the design of this 

department to afford instruction in the general principles of chemistry, 

iu analytical chemistry, and in the practical applications of the sub- 

1123 E I 12 



178 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

ject. Attentiou is given to raetailurgy, medical cbemi.stry, agricultural 
cliemistry, and the application of cliemistry to manufacturing i)rocesses. 

The courses are not confined to undergraduates — other i>ersons, if 
prepared to pursue the study to advantage, being admitted; but a 
knowledge of the general principles of chemistry is absolutely necessary 
to profitable studj^ in any of the more advanced courses. 

All students i;i the working laboratory are required, in additioji to 
their experimental study, to attend weekly exercises covering ii review 
and discussion of topics in general chemistry. The subject is treated 
in tv.'o grand divisions — inorganic and organic. One term of the year 
it includes the study of the metals and nonmetalsj the other term, 
organic chemistry. These exercises are supplemented by lectures, 
explaining recent progress in chemical theory, and new applications of 
chemical substances and new inventions. 



The coui'se in x>hysics begins in the first term of sophomore year, 
with the study of the principles of mechanics. The text-book used is 
Dana's Elementary Mechanics, which is supplemented by experimental 
illustrations in the class room. Three hours per w eek during the term 
are devoted to this subject. 

Sound, light, heat, and electricity are discussed in the second term 
of sophomore year, three hours each week, in lectures abundantly illus- 
trated by experiments. Frequent examinations, both oral and in writ- 
ing, are held to test the progress of the class. 

PHYSICAL LAUOUATOUY. 

Wilson Hall, named in memory of its donor, the late Mr. George F. 
Wilson, of Providence, is now completed and serves as the physical 
laboratory of the university. The structure presents a front on the 
middle campus of 84 feet, and extends eastward IOC feet, with a height 
of 70 feet. It is built of granite and sandstone, with special regard to 
the soliditj^ required for the purpose in view in its erection. It contains 
rooms for laboratory and class work, a large lecture room, a workshop 
for wood and metals, and also private rooms for si^ecial researches; 
and it is liberally supplied with the ap])liances and apparatus required 
in experimental mechanics and physics. 

After the completion of this building ample opportunity was pro- 
vided for laboratory work in physics. The following laboratory courses 
are now offered: {a) A course in mechanical experiment and construc- 
tion, intended to meet the needs of those expecting to follow mechan- 
ical i)ursuits. (h) A general experimental course in sound, light, heat, 
and electricity, intended for such as propose to tea(;h these subjects, 
(c) A sjiecial course in electricity. 

Opportunities for special investigations are allorded for advanced 
students. 



BROWN UNIVERSITY. 179 



AST">OXOMY. 



The courses of study at present offered in astronomy are two: (1) A 
lecture course in descriptive astronomy. (2) A laboratory course in 
practical astronomy. The former is designed to acquaint the student 
with the fundamental conceptions of the science, the methods of its 
professional study, and the present state of our knowledge of the 
heavenly bodies. A general treatise of astronomy is made the basis of 
the course, and is supiilemented by lectures and by abstracts pi'epared 
by members of the class ujion assigned topics. The latter is a technical 
study of the theory of astronomical instruments and j)ractice in their 
use. The sextant, transit, zenith telescope, and equatorial are taken 
up in turn, and problems, such as the determination of time and lati- 
tutle, are solved by actual observation and calculation. 

THE LADD ASTHONOMICAI. OBSERVATORY. 

The facilities for instruction in astronomy were greatly increased by 
the erection in 1891 of an astronomical observatory, through the lib- 
erality of his excellency. Governor H. W. Ladd. The observatory is 
equipped with an equatorial telescope of 12 inches aperture, supplied 
with a micrometer, spectroscope, and other attachments; two transit 
instruments, one of which can be used as a zenith telescope; astronom- 
ical clocks and minor instruments. On the completion of this observ- 
atory additional courses of undergraduate study were offered, and 
opportunity was given for advanced study leading to graduate degrees. 
It is also expected that certain astronomical investigations will be reg- 
ularly carried on. 

ZOOLOGY AND GEOLOGY. 

Zoology is taught in the second college half year by lectures, frequent 
examinations, and laboratory work. It is the aim to adapt the lectures 
to the needs of the general student. It is taken for granted that no 
liberally educated person should be without a general knowledge of 
the principles of biologj^, the laws of animal morphology, the relations 
of animals to the world about them and to man, and the probable mode 
of their origin. 

The laboratory work is a course on comparative anatomy. The 
student is required to draw and to dissect the most important types 
of the animal kingdom, viz, a starfish, clam, lobster, grasshopper, 
beetle, butterfly, a fish, frog, bird, and mammal. He is required to 
examine and draw portions of the skeleton of each ty^ie of vertebrates, 
including a comparative study of limbs. The structure of cells and of 
the protozoa, as well as of the sponges, is demonstrated. The course is 
designed to be of value to one intending to study medicine, as one-half 
of the term's work is devoted to a study of the vertebrate animals. 
The course has been enlarged, and more time is given at the end of the 
course to anthropology, or the natural history of man. 



180 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

Special facilities are oHered to anyone desiriug' to do more advanced 
work ill zooloj^y. 

Specimens of the following rarer types have lately been added for use 
in this department: African lung-fish (Protopferus) Folyptcrm, Sw'en, 
Amphiuma, Gax-Mia, and a skin and skeleton of the Australian vspiny 
ant-eater {Echidna); also skeletons and other osteological preparations 
of iishes, batrachians, lizards, birds, and niaiiunals. Collections illus- 
trating the invertebrate, crustacean, lish, amphibian, reptilian, and 
bird fauna of Khode Island have been set apart in the museum; and 
valuable histological and embryological prei)arations have been added. 

Instruction in geology is given during the first college half year by 
means of lectures, laboratory work, and field excursions, with especial 
r('fer('n<!e to the geology, structural and economic, of Rhode Island. 
The lectures are illustrated by diagrams, models in wood and plaster, 
and fossils. During 1885 the paleontological collection was rearranged 
and labeled for the use of students. The fossil flora of Rhode Island 
is (iilly represented, and imi)ortant animal remains of tlie Khode Island 
carboniferous rocks were added in 1888 and 1880. 

Tlie laboratory work comprises an elementary course in mineralogy 
and lithology. Many duplicate crystals have been purchased, and the 
students are allowed to use them freely in their work. A special col- 
lection of Rhode Island minerals and rocks has been formed and 
additional European educational specimens secured. 

Two large models, including one of the Atlantic Ocean bottom, and a 
model of the Caribbean Sea bottom, from the oftice of the U. S. Hydro- 
graphic Bureau, Washington, were deposited in 1889 in the lecture 
room, through the kindness of Commander Bartlett, U. S. ISTavy. 

The lectures on i)i'ehistoric anthropology, at the close of the geologi- 
cal course, were in 1880-'1)0, illustrated by prehistoric imi^lemeuts of 
stone, bone, and bronze, with casts, models, and photographs, either 
collected or purchased by the professor in charge of this department 
in 1881) in France, Italy, and England, and especially from the lake 
dwpllings in Switzerland. The funds for these purchases were fur- 
nished by an alumnus of the university. 

IMIYSIOLOCJY. 

During the first half year a number of lectures are given the fresh- 
man class upon matters relating to personal hygiene. Attention is 
called to the important laws of health, and i)ractical advice given in 
regard to exercise, hours for study and sleei>, ^1'*^ ^''^i'*^ of the digestive 
functions and the eyesight, and other matters in which the habits of 
students are so often faulty. 

In the junior year elementary instruction is given in anatomy and 
physiology, the subjects being considered from a scientific rather than 
from a pra(!tical standi)oint. The object of these lectures is to lay the 
foundation for a study of the morphology of the lower animals, those 



BROWN UNIVERSITY. 181 

organs and functions which are of particular interest m this connection 
receiving the most attention. 



Instruction in botany is given by means of lectures and laboratory 
practice. The course occupies two years. 

The first year is devoted to general morphology, practice in analyz- 
ing and describing plants, and the preparation of a small herbarium. 
A few ditlicult families, such as Composite^, Cruciferce, and Umbelli- 
fene are specially treated. Field excursions to neighboring i>oints of 
interest and visits to couserv^atories are made. Collateral reading is 
required. For this purpose every student must read and prepare a 
digest of at least 2 books from a given list per term. 

In the second year the study of the more difficult families is con- 
tinued for a few weeks. Histological work is then taken up, and the 
preparation of microscopic objects. At the same time there are lec- 
tures on vegetable i)liy8iology, geographical botany, etc. Collateral 
reading is again required, with an occasional paper on some given 
subject. 

Each student is ex'pected to pay a small lee per term for the i)ur- 
chase of specimens used in class work. Original work and observa- 
tion is encouraged. Students are required and encouraged to make 
illustrative drawings from the objects studied. It is designed in all 
cases to foster independent reasoning and thoughtful comparison. 

THE IIERIJARIA. 

The large and extremely valuable collection bequeathed to the uni- 
versity by the late Stephen Thayer Olney is housed in Manning Hall. 
The botanical lecture room is atljoiuing, with its appliances for study. 
To the original herbarium there have been added those of Mr. James 
L. Bennett, of Providence, Dr. C. M. Brownell, of Uartford, and the 
cosmopolitan collection of ferns presented by Miss Stout, of New 
York, in memory of her brother. There is also a yearly increment 
from exchange, and from the additions made by the curator to his per- 
sonal gift. Under proper restrictions the herbaria are made accessible 
to the public and to students. An increasing number of professional 
botanists consult it, and every courtesy is extended to them and to 
visitors generally. 

AGRICULTURE. 

The course of instruction in agriculture includes the courses in the 
preparatory branches, chemistry, physics, botany, physiology, zoology, 
and comparative anatomy. It also embraces special lectures on agri- 
culture. These relate to tlui study of soils and to a[)plied economic 
zoology, according to the following schedule of topics: 

Introduction : History of agriculture, tracing its development through 



182 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

the Jewish, Grecian, Jtoinan, Spanish, and English nations to the for- 
mation of agricnltural aad jiorticultural societies in the United States, 
with a brief account of the earlier ones formed within the years from 
1785 to 1829, inclusive. The subject is then continued by the discus- 
sion of the following topics: (1) Primary condition of matter; (2) for- 
mation of soil from inorganic elements; (3) source of organic matter; 
(4) constituents of plants required by soil; (5) constituents of soil in 
the mass; (6) results of experiments with unfertilized and fertilized 
soils; (7) composition of fertile soil; (8) cardinal law in agriculture;' 
(9) rotation of crops; (10) discriminating application of fertilizers. 

Under the general head of economic zoology are discussed the dis- 
tinctive characteristi-o of the most approved breeds of both neat cattle 
and horses. Practical instruction is given by the visiting of farms and 
in obtaining and preserving specimens in natural history. Taxidermy 
is also taught when desired by the class. 

WILSON HALL. 

By the will of the late George F. Wilson, of Providence, the sum of 
$I(K),000 was bequeathed to the coi-poratiou of Brown University, "for 
a building devoted to scientific purposes." It was decided that this 
sum should be applied to the construction of a physical laboratory, to 
be called Wilson Ilall. In June, 1887, a committee was apj)ointed by 
the corporation to obtain plans and superintend the erection of the 
building. The plans submitted by Messrs. Gould and Angell, of Prov- 
idence, were accepted by the committee in November, 1888, and work 
was begun June G, 1889. The building is designed in a style of 
Bomanesque architecture, modified to suit the special purpose for 
which it was erected. Its exterior is of granite and sandstone, and 
has a front of 81 feet and a depth of 100 feet. The total floor area is 
about 14,000 square feet. It is constructed in the most thorough man- 
ner with a view to the greatest solidity and freedom from vibration. 
In front and rear the building contains three stories, while in the cen- 
tral part there are four. By this arrangement a number of smaller 
rooms are provided for storing apparatus — for special research — x^rivate 
rooms for the professors and assistants, while the class rooms are 
ample and lofty. 

The building is heated by direct radiation from steam pipes, steam 
being supplied from an outside station, so that there is no dust from 
coal or ashes to be feared. In that portion of the laboratory devoted 
to magnetism both steam and gas pipes are of brass. 

In the lower laboratory stand two piers, one 14 feet long by 3 feet 
wide, built up of solid masonry from the ground to the height of an 
ordimiry working table, the other 10 feet long by 4i feet wide and of 
the same height as the preceding. This not only serves as a good 
working pier, but also supports an arch of solid masonry, surmountcMl 
by a beveled slab of stone 11 feet long by 3 feet wide, which comes 



BROW^ UNIVERSITY. 183 

flush with the hiboratory room above. Ui^on this shib the working- 
table may be i)laced, or be removed at will, leaviug the entire- floor 
space free. lu the lecture room the lecture desk is supported ou a 
similar slab, 12 by 3J feet, resting on a i)ier of masonry and flush with 
the plattorm. All the i)iers are kept entirely free from the flooring. 
Besides the i^iers, stone slabs supported on brackets bnilt into the 
outer walls have been provided as working tables, since experience 
seems to show that their stability compares very favorably with that 
of the piers themselves. Similar slabs are provided outside of such 
windows as seemed likely to be available for the heliostat. 

One 10-horse power Otto gas engine furnishes power for the mechan- 
ical and electrical work to be done, and it is proposed to givQ special 
attention to these branches of physics. For the present a larger share of 
l)urely constructive work is planned for than perhaps properly belongs to 
a i)hysical laboratory in the higher sense, but a movement is on foot 
which promises ultimately to enable us to create a special department of 
appUed mechanics, in which case such work will be transferred to 
another building. 

PRESENT POLICY. 

In an interview with President Andrews with reference to what, so 
far as he could say, would be the- policy of the university, he said that 
it would be his aim to make Brown the peer of any college in the laud. 
A movement is now on foot to raise funds, half a million or more, as 
may be necessary, which are to be devoted to the organization and 
maintenance of a school of applied science. A large class in the 
community is obliged to go out of the State for a technical training. 
There is a demand for such a school and it would receive the supjiort 
of all those interested in industrial x)ursuits. Such a school should 
have a department of design to which a student could come for that 
one branch. He would favor that those following its regular courses 
should take courses in political economy, English literature, and the 
modern languages, in order that the student might come out not merely 
with an education that will enable him to earn a livelihood, but with 
a liberal education. 

The university is the only one in the State, and it should be made a 
factor for good to all. A liberal education is of necessity acquired 
but by few in a community, and is not fully appreciated by the many. 
President Andrews fav^ors such a movement as one that would deepen 
the hold of the college on the people. We would like to inaugurate this 
very winter, if possible, and, if not, as soon as it may be possible, a 
system of university extension. We would have instructors from all 
of the departments of the university go to Pawtucket, Newport, Fall 
River, or any part of the State where classes might be formed. In this 
way the university could be brought to the people and they would be 
made to feel its influence. 



1S4 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

At (he opening" of tlic iU'iulomic year of ISOO, arran^oincnts will be 
luatlc for obtaining ins^tnu'tion in electrical engineering, nnder the 
charge of a coiu]>etent instrnctor. Wilson ITall contains the latest and 
most improved facilities in the dei)artnient of physics. 

Then, too, there are exceptional advantages in the city of Provi- 
dence for what the nniversity Avonld olVer Mere there a facnlty of law. 

To begin horc a good coniso in la\Y would not, howovor, bo oostlv, and thorc ia 
much not only to render effort iu that direction desirable, but also to assure its suc- 
cess. The university once had a law department, or at least a professor in that 
branch. The common law preferences and procedure characteristio of the Ixhode 
Island judicial system render a law school almost a necessity in this State. A noble 
law library is ;it our doors. Courts m all varieties, Federal, State, and municipal, 
before Avhich are to bo hoard some of the greatest lawyers of the land, are in oi)era- 
tion within ten minntes' Avalk of our chapel. At the start, three new professors 
would suthce; and we should have a law class of 10 or 50 tho iirst term. 

But while there are magnificent opportunities from a school of applied 
science, from nniversity extension, and from a faculty of law, it has 
been and still is his cherished i>urpose to broaden and dee]>en the 
present foundations. The courses in Latin, (.Ireek, the sciences, mathe- 
matics, and modern languages would be made so broad and thorough 
that Brown would rank anumg the leading colleges of the land. 
The education should be such that the student while specializing 
wouhl not be a mere specialist. He should be taught to use his 
mind. Ijaboratorics, while showing him how to do so, should be so 
utilized that the mind would be made still more efVective. The whole 
trend of tlie education should bo tow-ards the development of the mind 
by the roundness of an education truly liberal. Brown is cosmopolitan 
in the personnel of the students. Although the college is denomina- 
tional, students representing nearly all the various denominations come 
here. The contact of the men from the various sections of the country 
is an important element in the education which is here received. A 
student thus learns tbat there are 44 States besides his own comprising 
the Union. 

Tho following extracts are made from Tresident AndreAvs's report to 
the corporation for lS89-'00 : 

We do well, in view of this and such })ositions which we shall have to equip as 
tho years pass, to direct, so far as possible, whether at homo or abroatl, tho advanced 
stmlies of our most brilliant graduates. A system of homo and traveling fellowships 
would iuuuensely aid us in this. Four hundred dollars a year would support a grad- 
uate student at homo; $500 abroad. Oifls of these sums for these purposes, or. bet- 
ter, of foundal ions assurnig them, would be among the most acceptable means for 
promoting high scholarship among us. While 1 hojie that we shall never till our 
faculty with mere specialists, it is no longer safe to depend for men to become pro- 
fessors upon specially apt general scholars, promoted withoiUi particular training, 
from the ranks of the various learned professions. Nor is there any excuse tor «loing 
this, since there is talent enough available for all re(iuired teaching, if it is only 
sought out and guided. Our range of choice bi'iug so wide, contracts with instructors 
should be strictly construed as holding only from year to year, so that none need be 
retained who do not give promise of uncommou success. New professors, too, unless 
men of settled reputation, should be engaged at Iirst for but throe or five years, loav- 



BROWN UNIVERSITY. 185 

ing tlio nnivprsity in condition to rolievc itself of any who may prove inert, inapt, 
or without amliition. The literary institutions of the country suffer distressingly 
to-day from professors and other officers who, sure of their tenure, have remitted 
zeal and como to treat their positions as a mere convenience. 

Let none of the above suggestions touching our needs be taken as a complaint. 
The prospects for our university seem to nic to be, on the whole, very encouraging. 
Wo may look for a considerable accession, in the course of years, to the number of 
our students; and if we display progress, proper enterprise, and sound financial 
wisdom, wo shall, I believe, secure abundant funds. 

.Sui)posiiig that wo miiy hope for advance, what ought to be our policy? My sen- 
tence 18 that wo should toil primarily, sedulously, unremittingly, and always to 
enlarge and strengthen the old plant, to make even better, richer, wider, that genu- 
inely liberal education which it has for a century and a quarter been the pride of 
Brown University to give. However the curriculum may expand, the aim in this 
part of our work should never change. 

But to perfect the plant as is desirable, not to speak of remote requirements, sev- 
eral new proicssorships are needed — a professorship of European history, a profes- 
sorship of political and social science, a professorship of philosophy, a professorship 
of English and Am-rican literature apart from rhetoric, and a professorship of the 
history and criticism of the fine arts. Wo must speedily have, besides, an assistant 
professor in chemistry and another in physics. 

With such an increase of force — indisi)en8able, whether we wish to furnish the 
ideal liberal education or only to compete with other good institutions — we shall 
be enabled to attain a second most valuable end — the establishment of a graduate 
course. 

HISTORICAL AND ECONOMIC ASSOCIATION. 

The University duiiug the year 188S-'89, under the. auspices of the 
Brown University llistorical and Economic Association, maintained 
two courses of lectures. These were held in Manning Hall, and were 
oi)en to the public. Large audiences showed the interest whicli was 
manifested. 

In 1889-'90 there were two courses, one of G lectures on The State 
and Social Eeform, and the otlier of 4 lectures on Railroad Problems. 
The lectnrers in the first course were: Prof Woodrow Wilson, LL. D., of 
Wesley an University; Eev. John G. BrookvS, of Brockton, Mass.; Hon. 
Francis Wayland, ll. u., of Yale University; Prof F. W. Taussig, of 
Harvard University; Gen. Francis A. Walker, ll. d., of the Massachu- 
setts Institute of Technology' ; Rev. Edward Everett Hale, d. d.; and 
ill the second course Prof Davis R. Dewey, of the Massachusetts Insti- 
tute of Technology; Edward Atkipson, esq., of Boston; Prof Henry 
B. Gardner, of Brown University; Dr. Edwin R. A. Seligman, of Colum- 
bia College, and Alfred Stone, esq., of Providence. 

During tlie winter of 18130 '1)1 there were two courses, the flrst on 
the History of Political Parties in the United States; the second on 
Money. The lecturers in the first course and their subjects were as fol- 
lows: Hon. Andrew D.White, ll. d., ex president of Cornell Univer- 
sity, The Influence oi' America on the French Revolution; Prof Anson 
D. Morse, of Amherst College, Political Parties; their Nature, Uses, and 
Claims; Prof J. F. Jameson, of Brown University, The Origin of Par- 
ties in the United States; Prof Anson D. Morse, The Parties of the 



186 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

Federalist Period; Prof. Charles II. Leverinore, of tlic Massacliusetts 
Institute of Teclinology, The Eiseof the Whig Party aud of Jaeksonian 
Democracy. 

The lecturers iu the second course and their subjects were as follows: 
Dr. B. B. Andrews, president of the University, The History of Our 
Silver Dollar; Prof. F. W. Taussig, of Harvard University, The Silver 
Situation in the United States; Hon. Nelson W. Aldrich, of the United 
States Senate, The Future of Silver; Mr. Willard C. Fisher, instructor 
in Brown University, Do We IN'eed More Money?; Prof. J. Laurence 
Laughlin, of Cornell University, The Subtreasury System. 

UNIVERSITY EXTENSION. 

As early as 1785 a course of public lectures was given in the State 
House, under the auspices of the university. Under the presidency 
of Dr. Wayland, the professor in chemistry oifered to the mechanics 
and artisans of Providence a course of 8 lectures in The Chemistry 
of the Precious Metals. Within recent years courses of a general 
uature have been given in Manning Hall, and the public has been 
invited. The Historical and Economic Association of Brown Univer- 
sity, for the last five years has offered 2 courses each year in the 
field of history and politics. But in the winter of 1890-'91 a course 
in university extension was started in Pawtucket, a manufacturing 
and industrial center. This course was experimental, but so successful 
as to encourage the introduction of similar courses iu other cities iu 
the State. 

The following announcement of the scheme was given a wide distri- 
bution in the city : 

RHODE ISLAND UNIVERSITY EXTENSION. 

After the example of the great Euglish universities, it is proposed to open iu tbe 
high scliool building in Pawtucket, soon after January 1, 1891, provided that by 
this date fifteen applications for each course have been received, two courses of 
thorough scientific lectures by members of the faculty of Brown University, one on 
astronomy, the other on botany, each course consisting of 12 lectures. If they 
prove to meet a public want, these courses will bo followed iu subscciuent years by 
the same and by similar ones on other subjects, covering in a few seasons the entire 
round of science, philosophy, and literatui'c, so far as such subjects can be presented 
iu the English language. The lectures, while as free as possible from mere techni- 
calities, and open to persons of both sexes and all ages, will be intended not for the 
curious, but only for thoughtful aud studious people, clergymen, teachers, clerks, 
mechanics, and others who are willing to pursue attentively at least one entire 
course. At the end of each course pupils who desire will bo examined, and, if they 
pass, receive a certificate of that fact. Those who j^ass in ten courses, making up a 
"cycle," will receive an engraved diploma, constituting them members of the Rhode 
Islaud University Extension. 

The fees will be $3 for each person for each course, with 50 cents additional per 
person for each examination. Persons desiring to take one or both of the above 
courses are requested to register their names at once with the superintendent of 
schools, Pawtucket. For further information apply to 

E. Benj. Andrews. 

Bkown Univehsity, Noremhcr 1, 1S90. 



BROWN UNIVERSITY. 187 

Tlie superintendent of i)ablic schools sent circulars like the follow- 
ing to the manufacturers, who i)ut them in the hands of their opera- 
tives : 

Pawtucket, R. I., December IS, 1S90. 
In cooperation -with President Andrews, of Brown University, I am trying to 
spread the knowledge of the university extension as widely as possible. It is 
desired especially to reach the more intelligent laboring classes. 

May I trespass upon your good nature to the extent of asking you to post one of 
the inclosed circulars where it will bo seen by your employes, and to have the 
others handed to persons likely to be interested. I shall be glad to send more circu- 
lars if desired. 

Trusting that you will be interested in advancing the movement, and thanking 
you for your trouble in the matter, I am, 
Youi's, sincerely, 

Henky ISI. Maxsox, 
Superintendenl of rtiblic Schools. 

Tlie programme of the courses given stated : 

In carrying out the proposed plan of putting the advantages of- the university 
within the reach of every person, without regard to his residence or circumstances, 
the president and professors of Brown University have arranged for this year the 
following courses of lectures to be given at the Pawtucket high school. There are 
12 lectures in each course, one occurring each successive week at 8 p. m., astronomy 
beginning January 12; botany, January 14; German literature, January 17. 

Asironomtj, l»j Prof. TViiisJow Vpton. 

The course will treat upon the motions of the heavenly bodies, the diurnal motion 
of the heavens, the annual motion of the sun, the motion of the moon, planetary 
motions, and stellar motions, describing each in its turn and referring it to its true 
cause. The results of their combinations will be discussed and certain practical 
applications shown as they are used in measuring time and arranging the calendar. 

BolaiDj, hij Prof. W. TV. Bailey. 

This course will be essentially practical, the aim being to give each member of 
the class the ability to take up and continue the study and classification of j)lauts by 
himself after the course has been finished. The class will be set to work, flower 
and microscope in hand, after the class-room method used in the university. 

German literature, hy Prof. Alon:o Williams. 

Considering the place of literature in education, the land, the people, language, 
and literature of ancient Germany, the great epics of the language, with a treat- 
ment of the various eras and possibly some verse translations and discussion of the 
Niebelungenlied and Parzival. This course will be given in English and will be 
interesting and instructive to those who know nothing of the German language, as 
well as to those who do, and should appeal to every student and lover of literature. 
It has been decided to hold this class also in the evening instead of the afternoon, 
as at first talked. 

Each student can take one course or more, as he wishes; he can devote extra time 
to study or not, as his circumstances permit; there will be no examination except 
for those who desire it. 

It is not a money-making scheme, nor, on the other hand, an ordinary lecture 
course. It is simply and solely apian to give everyone, regardless of occupation 
or circumstances, an opportunity to get some of the benefits of a college education. 



188 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

The fee is $3 fur each course of lectures. It is desirable that names should be 
previously sent to me at Music Hall, but persons may join the opening night if this 
is not convenient. 

The specimen card gives the details of the course affecting the stu- 
dent : 

[Preserve this.] 
RHODE ISLAND UNIVERSITY EXTENSION. 

CARD OF MATEICULATION.I 



The holder- of tliis card, M , of , 

[Name in full.] 
Rhode Island University extension courses, as indicated below 



ha.s been enrolled and examined^ in 



Name of course. 



Date of 
begin- 
ning. 



Fee, $3.'» 



j Date of 
Signature of in- ex.nnina- 
structor. Ition'aud 

result. 



Signature of ex- 
aminer. 



Fee, 50 
cents." 



*No person is a member of the class who has not a matriculalion card. Each card has spaces for 
10 courses, or a cycle. 

2 Let the pupil write his or her name in full, and residence. The instructor will then write in the 
proper places the name of the course, the date of beginning it, and the word " paid' when the fee 
is collected. 

3No examination is required, but any pupil who desires can be examined in any course Examina- 
tions passed in 10 courses, or a cycle, entitle to a diploma. 

^Fees are due in advance. The word "paid" in this space, in the handwriting of the instructor, is- 
a sufiEicieut receipt for the fee. 

^"Write "passed" or "failed." Fee must be paid in either case. 

^Theword "paid" in this space, in the handwriting of tUe examiner (usually the same as the 
instructor), is a sufficient receipt. 

While these courses are experimental, the indications show a spirit 
of apijreciation on the part of those following them. By February 1, 
1891, the average attendance was 30, a few students taking the 3 
courses, but the majority following 1. The students are chiefly from 
the i)rofessional classes, and the cooperation of those engaged in 
industrial pursuits has not been so largely secured as could be wished. 

President Andrews expressed himself as pleased with the initiative 
courses, and has organized others in different parts of the State. 



PROFESSOR GrAMMELL. 

In the history of an institution of learning there are certain profess- 
ors who stand out in bold relief. They have not been content simply 
to do well what have been their allotted tasks, but they have recog- 
nized the high possibilities of their calling. Men of strong person- 
ality, they have left impressions of character on their students, who 
will remember these lessons long after those of the class room have 
faded from memory. 



BROWN UNIVERSITY. 189 

Such men knew that they had the jiossibilities of molding the lives 
and shaping the character of their pupils. How well they succeeded 
may be seen in the tributes of resjiect and gratitude which are paid 
by their students when they learn that they, in common with their col- 
lege, are called to mourn the departure of an honored teacher. Many 
such tributes bear testimony to the fact that aspirations were aroused 
and noble purposes were deepened by the contact and by the influence 
of a manly professor. 

It has been the rare good fortune of Brown that she has always had 
men like these, either in the active labors of the academic staff or in the 
. prudent counselings of governing boards. Many of these men came 
under the influence of Waylaud during his presidency, and they in tarn 
testify their indebtedness to him. It is admitted that the influence of 
Wayland in the history of the college has been most productive of good, 
and his successors, as they have approached his characteristics, have 
received an additional word of i^raise. 

Prof. William Gammell, whose death occurred in 1889, was one of 
the names that the university will cherish. Although he left the aca- 
demic chair in 1867, he had not ceased to identify himself with the 
university.* After thirty-two years of service, as tutor and professor, 
he withdrew in the prime of his powers. His influence may be said to 
have continued, in that his successor to the professorship of history 
was Dimau, his pupil. Prof. Gammell's connection with the university 
was contemporaneous with some of the most honored and brilliant 
men who were called to preside over or guide the instruction. He was 
associated with Wayland, Sears, Chace, Dunn, Caswell, Lincoln, Diman, 
and many others who had the best welfare of the college at heart. 

Graduating in 1831 with the highest honors of his class, he was 
called the following year to a tutorship at the college. He was called 
tutor and lecturer in the Latin language and literature. His promo- 
tion to the assistant professorship of belles-lettres followed in 1835. 
He was associated in this chair with Prof. William G. Goddard. In 
1837 he was appointed professor of rhetoric, and the chief labor of 
the department devolved upon him, owing to the poor health of Prof. 
Goddard. 

The " new system," as planned by Wayland in the reorganization 
of the instruction of the college, constituted a separate department of 
history. To this chair Prof. Gammell was transferred and held the 
professorship of history and political economy till his withdrawal in 
18G7. But his withdrawal from the duties of a professor by no means 
withdrew him from the heartiest cooperation in the interests of the 
college. He was elected a member of the corporation in 1870, and 
was actively identified with the management of the college. After 
his resignation from his professorship he devoted liimself to labors in 
behalf of public charity and philanthropy. This President Wayland 
and Prof. Ohace had also done. 



190 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

In the biograpliy of Prof. Gamraell appears tbe following letter, of 
wliicli a part is quotetl. It was written by Dr. Thayer, of Newport: 

Newpokt, March 15, 1S90. 
I have been asked, to join in a, testimonial to Prof. Gammell. My increasing iuter- 
conrso witli liim of lato years has made mo feel his loss too much not to comply with 
the request. One shrinks from a formal tribute to a friend. Yet it is a real tribute 
which I pay Prof. Gammell in saying that through all the changes a1>out him he pre- 
served his identity. For all agree that a wonderful process of assimilation is going 
on, and everybody is becoming like everybody else. Perpetual contacts with all sorts 
of people are unconscious attritions that rub down personal peculiarities to an unin- 
teresting sameness. Fashionable lil'e renders its votaries indi.stinguislial>le by the 
enamel it puts on them. Politics bring men into disgusting resemblance, while our lit- 
erature of all kinds is strangely alike and forms its readers to its own average. What 
wonder, then, that men lose or greatly qualify their identities, that colleges are con- 
forming to the pattern of the age, and that presidents and professors are becominglike 
the rest of mankind — the presidents largely employed in collecting funds, and the pro- 
fessors no longer living and working in the college only, but playing the scholar in 
politics and acting in iieripatetic universities. But Prof. Gammell was wholly formed 
in Brown University when — defects and all — it was the old. American college, and 
his life was concentrated there with singular devotion. That cast of character ho 
never lost, not obtrusively, but decidedly it impressed you, and it was easy to con- 
ceive him in the classroom. His opinions were positive and given emphatically, but 
not offensively ex cathedra. He loved racy good English, taught it antl used it, though 
I doubt notiic exercised literary charity for his pupils and friends who have come 
to prefer poets and thinkers whose meaning is not plain to their readers nor prob- 
ably was to themselves. The professor was a *' gentleman of the old school," and to 
those who did not know the man he might have seemed reserved, but from the testi- 
mony of his pu]3ils he had. a warm fund of sympathy and a genial interest for them. 
Ho was a member of the "Friday Club," and his interest and devotion to it contrib- 
uted to the success of the gathering. Some of the papers there presented have been 
printed. 

THE LIBRARY. 

The historian of an institution is able to appreciate the benefit to it 
of founders who were men of wisdom. President Manning appreciated 
the need of books for the college. The culture and learning- of the day 
were. in books, and these were expensive. The professors were not 
able to provide themselves with such books as were necessary for their 
own libraries in the various dei^artments. It was necessary that the 
centers of learning should have libraries, not only for the nse of the 
students but for consultation by the instructors. 

If Rhode Island College was to be an influence in the comnutnity and 
if it was to be a center of learning, it must have a working library. 
President Mannijig clearly saw the necessity for this and very early 
used his influence towards its accomplishment. The success which 
attended his efforts has been evinced by the steady growth in the col. 
lege and the formation of the nucleus of an excellent library. 

Two years after the removal of the college to Providence the number 
of books was 250, " not well chosen, being such as our friends could 
best spare." 



BROWN UNIVERSITY. 191 

In 1782, at tbo reorganization of the college after tlie interval of tlie 
Kevolution, there were 500 books, '-most of Avhich are both very 
amieut and very useless, as well as very ragged and unsightly."' By 
subscriptions and by the gifts of friends additions were made so that 
the number was increased to about 4,000. It is of interest to note that 
several do;}ations of books were made by Englishmen, showing their 
interest in the college, although the incidents of the Eevolution were 
still fresh in mind. 

The library was phiced in the east room on the second floor of Univer- 
sity Hall, till it was removed to Manning Hall. The books com- 
posing the library were theological and biographical chiefly, although 
some were scientific and historical. Very many of the early accessions 
were obtained by purchase, the money having been subscribed by 
friends, so that the deficiencies of any department could be suj)i)lied. 

From the by-laws adopted in 1785 are taken the following extracts: 

The librarian shall keep the library room neat and clean, and in delivering out 
books ho shall suffer none of the students to derange or handle them on the shelves. 

He shall demand and receive a fine of sixpence 'for every time that any student 
hath suffered a library book to be uncovered in his possession. 

Ho shall open the library room on such day of the week as the i>resideut shall 
from time to time direct, and shall keep it open from 1 to 3 o'clock in the afternoon. 

The sum of $25 was paid the librarian in 1792, and in 170o the fresh- 
man class was admitted to the use of the library on the same terms as 
the other students. 

The friends of the college remembered the library, and legacies of 
valuable books were left to it. That of the Kev. William Eichards, of 
Lynn, England, was rich in books illustrative of Welsh and English 
antiquities. Other smaller but valuable bequests were made. 

In 1831 an eftbrt was made to raise $25,< 00 for the purchase of books 
and apparatus for the philosophical and chemical departments. jSTearly 
$20,000 was secured and invested till it should reach the desired sum 
of $25,000. The room in University Hall was by this time " crowded 
to excess, unsightly, and wholly unsuited for the i>urpose to which 
from necessity it was devoted."' 

In 1835 Manning Hall was dedicated. This building had been 
erected by the generosity of Nicholas Brown, and was to serve as a 
chapel and library. This building afforded more room, but was not 
conveniently adapted for a library, nor was it fireproof. However, the 
library remained in this l)uildmg till 1878, when it was removed to the 
present building. In 1843 the number of volumes was about 10,500. 

In the next decade valuable additions of French, German, and Ital- 
ian books were added, having beew carefully selected by Prof. Jewett, 
who was at the time in Europe. He was also successful in securing a 
valuable collection of English books, including one of Shakespeariana. 
A collection of patristic works was commenced in 1847. This was 
enlarged by the efforts of some of the city clergymen, and a very com- 
plete set was secured. 



192 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

Such was, ill outline, the growth of the library till its removal in 1878 
to the present building. The words of President Robinson at the ded- 
ication of the building fittingly characterize the library. '* Admirable, 
spacious, complete, massive, imposing, enduring as is this structure, the 
library which is to occupy it is not unworthy of its place. No college 
library perhai^s in the country is better fitted to the uses for which such 
libraries are supposed to be gathered. It has never been the recep- 
tacle of cast-olf books; it has never been encumbered by gifts of unsal- 
able private libraries. Its 50,000 volumes have been selected under 
scrutinizing eyes with unremitted care that the best authorities in 
every department of learning should find a place on its shelves. Even 
its largest purchases have been made with extremest care and by well- 
read men.'' These facts bridged a mighty chasm between the present 
and that early day, when the library had but 250 volumes, " not well 
chosen, being such as our friends could best spare." 

The present building is fireproof, and the plan is that of a cross with 
octagonal radiating wings. The reading room is in the center. Light 
is obtained from the large windows of the cupola and also by small 
windows in each alcove. Particular attention wasj^aid to lighting and 
ventilation, two excellencies which here have been secured. Each of 
the three wings, octagonal in shape, contains 24 alcoves. The west 
wing is devoted to history. Over the window in each alcove is the 
general classification: Biblical literature, theology, religious history, 
biogra})hy, voyages and travels, American history, English history, 
general history. The north wing is devoted to science, with the follow- 
ing classification : Jurisprudence, political economy, philosophy, natural 
history, medical science, useful and fine arts, mathematics, chemistry, 
physics. The east wing is devoted to literature. The classifications 
are: Bibliography and literary history, philology, Greek and Latin 
classics, colk'cted works, English and American literature, foreign liter- 
ature, i)eriodicals. 

Each alcove is supplied with a table and chairs so that the book can 
be consulted there. The students have free access to all the alcoves on 
the ground lloor, and may obtain permission to consult books on the two 
upper ones. Eegarding the free access of students to the books the 
librarian says: 

It was curly my conviction, ami an oxporiouce of fortj' years as a librarian has 
only served to confirm it, that the books of a college library shonltl be so arranged 
as to allow the stndents to consult and handle them freely. Catalogues, however 
necessary and accessible and however carefully and skillfully prepared, can never 
take the place of the books tliemselves iu a collegiate institution. It requires, more- 
over, no small degree of knowledge and patience to consult a modern catalogue of a 
large collection of books. Hence, the president of Harvard College, at a recent 
meeting of the American Library Association, facetiously remarked that although 
he might claim to be as intelligent as the ordinary Ircqmnters of a library, he did 
not know enough to use a card catalogue. 

The library has open shelves where the books can be roadly handled by all, and 
quiet, well-hghted alcoves, with couveuiont tables and seats, mvitiug to study and 
research. 



BROWN UNIVERSITY. 193 

This arrangement is of great advantage to the student, for he can 
see very quickly whether a book is one that lie may Avaiit. In addi- 
tion he gains some knowledge from the titles, for he knows Avhere 
to go for a book although he may not need it at once. Alumni from 
neighboring cities have come to consult this library simply because 
they had free access to the shelves, and they have been rewarded by 
finding books of which they had no knowledge. One member of the 
class of 1858 felt indebted to the library to such an extent that he pre- 
sented a valuable collection of works on pedagogics. 

The catalogue is of the card system, arranged so as to shew titles, 
authors, and subjects. The books are recorded by numbers which 
show the alcove, press number, shelf number, and the number of 
the book on the shelf. Thus G-1-9-26 means alcove six, j)ress 
one, shelf nine, book twenty-six. Ou the ground lloor there are 9 
shelves in each alcove, and 7 on each of the alcoves on the two upper 
floors. Each shelf is 30 inches long. Each book is charged to the 
student, who signs the register in which it is recorded. 

The library funds amount to $46,000. Of this amount $10,000 is a 
bequest fiom the late Pi'of. Gammell, for the purchase of books relat- 
ing to the history of the United States. Ten thousand dollars consti- 
tutes the " Olney fund" for the purchase of botanical books and plants. 
The balance, including a bequest of $500 from the late President Way- 
land, was raised by subscrijjtion in 1831, and is called the "library 
fund." To this the Hon. Nicholas Brown contributed $10,000. 

The library is open in term time each week day, excei)t Saturday, 
from 10 to 4; on Saturdays from 10 to 1; during vacations on Satur- 
days only. The central part of the library is open also from 7 to 10 
each week-day evening, except Saturday, not, however, for the draw- 
ing and return of books, but for reading, consultation, and research. 

Members of the corporation and of the faculty, also every donor 
residing in Providence, of $500 or more to tlie funds of the university, 
may use the library without charge. The library committee can 
grant this privilege to others, but by vote of the corporation, per- 
sons not exempted in any of these ways, including students and grad- 
uates, pay for library privileges the sum of $5 each, per annum. 

During the year 1800 the library was increased by the addition of 
575 volumes by purchase and 540 volumes and 1,884 pamphlets by gift. 
It now numbers about 80,000 bound volumes and 20,000 pamphlets. 

There has been jdaced in the rotunda of the library building an ad- 
ditional long table, upon which are idaced a large number of books for 
ready examination by students. This collection, varying from time to 
time, includes recent accessions to the library, books recommended by 
professors for consultation by students in connection v/ith topics dis- 
cussed in the lecture room, also works illustrative of archaeology. 

Any mention of the library would be incomi)lete without reference 
1123 R I 13 



194 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

to the librarian, Dr. 11. A. Guild. ^ He is one of tlie best friends of tlie 

students, nor does lie forget tliem after they graduate. Each alumnus 

as he returns to the university invariably finds himself at the library, 

where he is sure of a cordial welcome and a genuine interest in what 

he has been doing, on the part of the librarian. It would seem as if 

Dr. Guild spent nearly as much of his time on the steps and vestibule 

of the library as in his room, so reluctant is he to allow his friends to 

depart, and such hard work is it for them to get away. He is sure to 

make some inquiry regarding a classmate, or relate some anecdote 

concerning an alumnus or a friend of the college. He is always willing 

to do all he can for the students, in aiding them in their use of the 

library, and more than one, on his return in after years, has made 

recognition to the doctor of the obligation which he felt towards him. 

He is a loyal son of his alma mater, and no one is more conversant 

with her past. 

BROWN IN 1861. 

Reference should be made to the part which the university took in 
the scenes of 1861-1865. The echoes of conflict are now growing fainter 
and fainter, so that mention can be made of events which reflect credit 
on the college, without exciting aversion from those who took oi>posite 
sides. 

The enthusiasm was intense among the students, and they all acted 
in accord with what each considered the duties of the hour. The spirit 
which had animated the early years of the college, when the buildings 
were given up for barracks and hospitals in the Eevolution, still seemed 
to be present. 

When, after the close of the strife, it was desired to recall and com- 
memorate the sons of Brown who had shared in the conflict, and who 
had given up life itself, the choice of the students was the erection of a 
mural tablet in the chapel. At the commemorative exercises in the 
chapel, the address was given by Prof. Lincoln. It is presented entire, 
because it is a refutation of the charge that the scholar takes no part 
in politics; that liberal studies withdraw the student from interest or 
activity in passing events that concern his fellow-men or his country: 

If I speak at tliis time iu behalf of the faculty it is for the purpose of making it 
distiuctly uuderstood that their part in the work now cousummated has been merely 
formal. To the undergraduates all the praise belongs. From them the suggestion 
came, and save that to my colleague, the professor of Latin, they owe theter.se and 
admirable inscription, they have had the matter wholly in their own hands. I need 
hardly say that this gives a peculiar interest to our present services. So far as I 
am aware, no such tribute has been paid in any of our sister colleges. Some, with 
imposing ceremonies, have commemorated their unreturuiug dead. One has with 
great propriety decided to devote a chapel to the precious memory of sacrifices 
which, in an earlier age, would have swelled the lists of saints and martyrs, while 
our most ancient university seeks expression for her proud sorrow in a memorial 

'Dr. Guild and the late Prof. Diman had much to do with building up the library 
collections of Brown University. — Ed. 



BROWN UNIVERSITY. 195 

hall, "^hose stately front ■svill 1iep.rtlie names of her heroes, while its inner walls will 
be eloquent with their pictured lips. But such costly offerings can come only from 
the whole body of alumni, while the simjile tablet which we set up to-day derives 
its distinctive value from the fact that it is a student's tribute. And if, as the Roman 
historian holds, next to the doing of great deeds must be reckoned the right 
appreciation of them, this tablet ^^'ill servo iu two ways as an enduriug testimo- 
nial; for whih;, on the one hand, it will bear witness to the magnanimity and love 
of country of those quipro libertate ct pro 7'cipuhlicce integrltato laid down their lives 
on the blood-stained field, or languished them away in the unwholesome prison, so, 
on the other, will it furnish the evidence that one mind animated the mass, and that 
those who could not themselves share iu the sacrifice were jirompt to testify their 
sense of its greatness. 

To the faculty and to the students alike it seemed eminently fit that such a memo- 
rial should be erected here ; that here, as wo gatber to our daily devotions, we might 
be reminded of those who only a short time since sat with us on these benches and 
joined with ua in our accustomed hymns of praise ; and that hero those who in years 
to come shall fill our places may learn that study is not an end in itself; that liberal 
culture looks to larger results than are included in mere academic success; that the 
finest discipline becomes contemptible if not coupled with the manly virtues. Not 
what we learn, but the use we make of our learning, is what tells the story. Surely, 
if the instructors in this institution ever grow negligent in inculcating these high 
lessons the very stone will cry out. 

And if any of you, who have been long out of college, are curious about the kind 
of training that has been furnished of late years, you maj^ study the best proof of it 
in that inscription, Aheiint sfudia in mores — let the lofty public sjiirit of those chil- 
dren of our common mother, their fidelty to duty, their valor, their endurance speak 
for the training she gave them. She carves their names iu her holiest place, iu 
recognition of the new lustre they have added to her ancient fame. The evidence 
here furnished of the intrinsic worth of our established method of academic disci- 
pline is the more striking, because it is just here that the common objections to it 
are urged with the greatest force. That method, you are aware, has been severely 
criticised as unsuited to the present age. Such exclusive devotion, it has been 
claimed, to abstract studies but poorly fits the understanding to deal with practical 
concerns; such prolonged contact with the part is ill adapted to awaken sympathy 
with the living jiresent. Thus we furnish a puny intellectualism at the price of 
those manly qualities which are the conditions of all real success. How far these 
rei)roaches Avere well founded, let the experience of this, and kindred institutions, 
show. When the call of the President revealed the public peril, who sprang to 
arms? Where all professions, all ranks, all conditions showed such alacrity, it might 
seem invidious to claim special praise for any single class, but let it never be forgotten 
that among those who hurried earliest to the strife, iu those shameful days when 
one and another of the men who had been trained at West Point was proving faith- 
less to his trust, was a large proportion of the students of our college; a proportion, 
in some instances, so large as seriously to interfere with the routine of academic 
duties. It is safe to affirm that no one class of the American people was represented 
in so liberal a ratio as the very class whose training has been decried as tending to 
keep them at a distance from the questions of the day. And in this respect our 
experience has been the experience of those before us. In that matchless eulogy 
which Pericles pronounced at the beginning of the Peloponnesian war he proudly 
claimed that Athens had lost nothing in the cultivation of those arts to which she 
owed her highest fame; and we, too, on looking back on our record, remembering 
the readiness with which so many of our educated youth made sacrifice of the hopes 
of years, recognizing the conspicuous ability so often shown iu the novel and 
arduous positions to Avhich they were summoned, bewailing, alas, what may not even 
now be mentioned without renewing in the hearts of some here present a grief too 



196 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

Bacred and too recent to be disturbed, may repeat witb added emphasis the words of 
the great Athenian orator, "We have not been enfeebled by philosophy." 

And never again let it be said, as more than once it v/as said before the rebellion, 
that our educated men, as a class, are the most disloyal to our iustitutions. There is 
no such antagonism between liberal culture and republican ideas. From a certain 
narrow national conceit, thooflspring of ignorance and prejudice, culture, of course, 
emancipates the mind; it renders love of country a rational sentiment; it leads us 
to regard political forms as possessed not of absolute, but only of relative excellence ; 
it warns us against supposing that any contrivances of man are perfect or destined 
to endure forever; but that an enlargement of the understanding, in the study of 
philosojihy and history, a thoughtful survey of the forces which have shaped society, 
a just appreciation of the controlling political ideas that underlie the mighty move- 
ments of modern times, have any tendency to shake our confidence in the great 
experiment for which the New World was reserved by Divine Providence for so 
many years, our recent experience has triumj)hantly disproved. It is the wiser judg- 
ment of one of the profoundest political thinkers of our d;iy, whose views have had 
no little influence in molding the present generation of American students, that a 
political system like ours is precisely the one which requires the "greatest maturity 
of reason, of morality, of civihzation, in the society to which it is applied," and if, 
as Guizot affirms, modern society has penetrated the ways of God, it is because the 
scope and motive of modern politics are coming to be the more adequate expression 
of that Divine and Universal Justice which men of genuine culture have been in all 
ages most swift to recognize, and in advancing which they have come nearest the 
prize of the mark of their high calling. 

The inscription was cut ou a block of wliite marble, which is placed 
in Mauuiug Hall. 

In. Memokiam. Fkatrum. Suorum 

Qui. Pro. Libertate 

Et. Pro. Reipublic^. Integritate 

In. Bello. Civili. Ceciderunt 

LiTERARUM. StUDIOSI 

In. Hac. Universitate. Commorantes 

Hang. Tabulam. Posuerunt 

MDCCCLXVI. 

SOCIETIES. 

In 1821, in consequence of the revival of 1820, was formed the Reli- 
gious Society of Brown University. The object of the society will be 
seen from the preamble; 

Impressed with a sense of the numerous temptations to which we are exposed 
and feeling the continual need and guidance of Almighty God, our Heavenly Father, 
we unite in this society devotedly to supplicate the throne of grace for the blessing 
of Heaven on our exertions to promote vital piety and sound morality in this insti- 
tution. 

The regular meeting was held in the university chapel and was a 
conference meeting. A yearly public meeting was held in the First 
Baptist Church, and a sermon Avas preached by some leading clergyman. 
President Wayland was invited to preach regularly before the society 
Sunday afternoons, and he continued to do so during the remainder of 
his presidency, more than twenty years. This society was quite simi- 
lar in its organization to the Collegiate Young Men's Christian Asso- 
ciation. 



BROWN UNIVERSITY. 197 

In May, 1827, a change was made in the name of the society and it 
was known as the " Society for Missionary Inquiry." The object of the 
society now was " that the members might possess the means of extend- 
ing their knowledge respecting the moral and more especially the reli- 
gious condition of the workl." In 1834 the original name was resumed, 
because a special society for missionary inquiry had been organized. 
In 1863 the organization of the society was discontinued, but the weekly 
prayer meetings were held as usual on Wednesday evenings for twenty 
years. 

A notice of the organization of the Young Men's Christian Associa- 
tion of Brown University appeared in the college publication for 1883, 
and in 1886 the Society for Missionary Inquiry was merged in the 
Young Men's Christian Association under the name of the Department 
for Missionary Inquiry. An annual sermon is still preached to the 
society by some leading divine. The Young Men's Christian Associa- 
tion, which is a branch of the intercollegiate association, has charge of 
the religious meetings and work of the students. Eeligious services 
are held in the chaj)el every morning, except Saturday and Sunday. 

LITEKAUY SOCIETIES. 

Particular attention had been given at Ehode Island College to ora- 
tory, and the early presidents had been good public men. The grad- 
uates of the early classes had the reputation of being accomplished 
speakers. A society "for the i)romotion of social intercourse and for 
Improvement in forensic discussion" was formed iu July, 1794. The 
number was limited to 20, and all the proceedings were secret. The 
name was the " Misokosmian Society." The literary exercises consisted 
in the discussion of prepared compositions or extemporaneous speak- 
ing on assigned topics. 

As this was one of the earliest secret societies at the university, its 
object, as set forth by the preamble and compact, will be of interest: 

Knowledge and virtue are the constituent principles of liuman happiness, and 
happiness is the ultimate end of human existence. Individual weakness forbida 
extensive research in the fields of science. Knowledge, therefore, must forever be 
exceedingly confined, without that reciprocation of ideas and that ardor of inquiry 
which alone result from social intercourse. Such are the unalterable laws of our 
nature that those sentiments of mind and those feelings of heart which make men 
happy can have no existence out of society. An interchange of wishes and union of 
interests alone can give birth to benevolence, humanity, friendship, and all the finer 
emotions of the soul. 

The membership was increased to 40. In 1797 the project of form- 
ing a library was adopted and the name of the society was changed to 
that of " Philermenian." The library had a very few volumes, but 
in 1800 at the anniversary exercises special exertions were made, so 
that sufficient funds were raised to purchase Dobson's Encyclopedia. 
This was considered as the '' repository of all that is valuable to the 
scholar." The society had a case for its books in the same room in 



198 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

wliicli ■was the university library. The society was limited to a raem- 
bersliip of 45. In 1800 there were upwards of 100 students residing at 
the university, and another society was organized, known as the 
" United Brothers.-' Its constitution was siinilnr to the " Pliiler- 
menian.'' These two societies were of course rivals, but the emulation 
on the whole was healthy and productive of good. The Philermeuians 
were inclined to the Federal and the Brothers to the Republican party. 

A room was given to the Philermenian kSociety in Hope College on 
its erection in 1823 and the library Avas removed to that building. 

In 1824 the Franklin Society was established. The reason for this 
organization was similar to that of the Brothers. That year a. large 
class had entered and, the membership of the other societies being 
limited, there was a demand for a third society. This society had an 
existence of ten years and was successful in accumulating a library of 
several hundred volumes. When the society disbanded an equal pro- 
portion of the members were elected to each of the other two. By a 
provision in the charter the library was transferred to the university 
library. The two other societies continued to flourish. In 1841 a joint 
celebration was effected. In 1849 the number of books in the Philer- 
menian library was 3,224 and about the same number in that of the 
Brothers. 

Still another cause at that tiiiio contributed very considerably to enhance the 
practical value of an education at Brown University. There were then m the col- 
lege two literary societies, composed of undergraduates. These had largo and valu- 
able libraries. These volumes were very generally read by the students. But the 
jiriucipal value of these societies was found in their frequent stated meetings for 
practice in debate, and for reading and criticising compositions. Emulaticm was 
then excited in the useful arts of writing and speaking. The studi'nts thus accus- 
tomed themselves to think upon the great questions of the day and acquired the 
power of using their knowledge so as most effectually to convince and ])ersnade 
others. From these debates they went forth to instruct society and to sway i)opular 
assemblies by their eloquence. Facts show that those who were then most active 
in these societies as writers and debaters have since done most for themselves and 
for the world. Here they trained their youthful faculties and acquired the skill 
which has since made their iiower felt. From these societies th-^y looked out upon 
the theater before them and prepared for the battles to bo fought and the work to 
be done iu the great world of living men, where they were expecting to act their 
part. By these exercises the graduates of Brown University were prepared, when 
they went forth into the world, very soou to acquire an enviable distinction as 
popular speakers, ready debaters, men of good seuse, and actual power in the con- 
duct of affairs. Hence the opinion, then widely prevalent, that for all practical 
purposes an education in Brown University was even more desirable than one in 
most of the other colleges. This result was in no small degree duo to the president, 
who always looked upon these societies as important auxiliaries in his work and 
warmly cherished them by his counsels and his encouragement. Wo are sorry that 
they arc now so far abandoned. One of the best methods of practical training is 
here lost to the students. We do not believe that any e<iuivalent has been found iu 
the secret societies that have taken their place. Beyond all question it is a dis- 
grace to the students, if not to some higher powers, that those libraries are left, as 
they now are, to bo scattered, wasted, and utterly destroyed. 



BKOWN UNIVERSITY. 199 

The Alpha of Rhode Island, of the Phi Beta Kappa, was established 
at Brown in 1830. 

The Greek-letter secret societies are representative of all the leading 
fraternities. They are by reputation formed chiefly for literary pur- 
poses, and the leading ones maintain this standard. They have their 
I)eriods of prosperity and adversity, and the study of any one will pre- 
sent an interesting x)hase of the society life. In the Liber Brunensis, 
the annual j)ublished by the secret societies, the following fraternities 
are represented at Brown in the order of their establishment: 

Alpha Delta Phi, 1836; Delta Phi, 1838; Psi Upsilon, 1840; Beta 
Theta Pi, 1847; Delta Kappa Epsilon, 1850; Zeta Psi, 1852; Theta 
Delta Chi, 1853; Delta Upsilon, 1808; Chi Phi, 1872. 

ATHLETICS. 

The university has never had a gymnasium, and the want of this has 
been sadly felt by the various classes. Said the president in one of 
his last reports : 

We continually suffer great loss in the numbers, the health, the mental power, 
and the morale of our students from the lack of gymnasium privileges. 

The new gymnasium will supply this deficiency. The students have 
been compelled heretofore to use such privileges as the local gymna- 
siums of the city have afforded, but these have been at some distance 
from the college grounds. The middle campus is used for tennis, while 
Lincoln Field affords good opportunity for baseball and football. Brown 
has usually taken part in the various intercollegiate sports, but the lack 
of gymnasium facilities has been a heavy handicap. 

With a river near at hand which furnishes a magnificent course for 
boating, and a good campus for all field sports, and the gymnasium 
supplementing each, there is no reason why a healthy and a rational 
interest in athletics should not be developed. 

PROFESSOR LINCOLN. 

Were no special mention made of Prof. Lincoln, who has been asso- 
ciated with the academic staff of the university longer than any other 
man, all the graduates of the past fifty years would feel that an essen- 
tial part of the sketch of Brown had been omitted. 

He was the associate of Wayland, Sears, Caswell, Chace, Dunn, 
Diman, and many others who had the welfare of the university at heart 
and gave their best efforts to its advancement. 

Although he had attained a position where he could rest on his well- 
won laurels, yet he still continued to guide and instruct the youth of 
Brown. How many were heard to remark " Prof. Lincoln will never 
grow old." So it was, and there was no younger man at the college 
than he. Genial and cordial, of a kindly disposition, he was one to whom 
the students were drawn by a feeling that here was a man who would 
sympathize with them and give them kindly advice. 



200 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

Twice public recognitiou was made of the esteem aud veueration in 
wliich he was held by the alumni. The first occasion was the celebra- 
tion of his fiftieth anniversary of his years of love and labor at his 
alma mater. The exercises were crowned by the presentation to the 
university of the portrait of the professor. 

The second token of regard for Prof. Lincoln was the foundation of the 
" John Larkin Lincoln Fund." This suggestion was made and carried 
out by the New York alumni. During his life he received from the 
income of this fund the sum of $3,000 a year, in lieu of other college 
salary; the balance of the income during his life, and the whole of it 
after his death, was to be devoted to the general uses of the university. 

Prof. Lincoln is well known as an author of text-books and for 
public services of an academic nature. But he was best known and 
best remembered by those who sat under his instruction, and by those 
who came in contact with him socially. He was ever to all the Christian 
gentleman. 

Note. — Since the preparation of the manuscript on Brown LTniversity 
a few additions are necessary to bring it up to date. 

In 1891 the university voted that all its examinations should be oi)en 
to women. In the following year all women holding bachelors' degrees 
and others who had obtained special permission were allowed to follow 
any of the courses of instruction that were intended for graduate stu- 
dents. There were also a considerable number of women who pre- 
sented themselves as candidates for undergraduate examinations; 
hence classes were formed for them, and the members were instructed 
by members of the academic staff. These educational facilities for 
women constitute a department of the university, but as yet it can 
hardly be called a woman's college, because the university only con- 
cerns itself officially with the examinations. The success and increas- 
ing attendance of this department indicate that the present quarters 
are too small. President Andrews asks for a fund of half a million 
dollars to equip and endow this college. It is his wish that this enlarge- 
ment shall form no mere "anuex," but that women shall have the full 
university status, and that they may enjoy all the educational advan- 
tages now offered to male students of the university. 

The Lyman gymnasium affords the best facilities for physical train- 
ing. A director has charge of the work, and each student is obliged to 
take four hours per week in physical culture. 

University extension is now in charge of a special director, Prof. 
Wilfred Harold Monroe, who has organized many centers in the sur- 
rounding towns and cities. 

The death of Prof. Lincoln in October, 1891, was a great blow to the 
college. For nearly fifty years he had been identified with Brown, and 
its welfare was very dear to him. A memorial volume published by 
his son gives a sketch of his life aud contains many of his essays. 



PART V. 

THE RHODE ISLAND COLLEGE OF AGRICULTURE AND 

MECHANIC ARTS. ' 

HISTORY. 

In 1863 the State of Rhode Island received from the United States 
Government the hmd-grant scrip which gave to each State a portion 
of the jjublic lands on condition that the proceeds derived from the 
sale of these lands be nsed for the endowment and support of an 
agricultural and mechanical college. The recipient of the land scrip 
in Rhode Island was Brown University. 

In 1887, through the passage of the Hatch Act, the State received 
$15,000 for the purpose of establishing an experiment station in con- 
nection with its agricultural and mechanical college. When the State 
accepted the provisions of this act, a committee was appointed by the 
general assembly to investigate and report as to the best action to be 
taken by the State toward establishing this station, and at the same 
time to report on the disposition then being made of the income of the 
land-grant fund. The report of this committee, after much delibera- 
tion and many efforts to ascertain the opinions and wishes of the 
citizens of the State, was in favor of establishing a new institution, 
and connecting the experiment station with that, rather than with 
Brown University, the nominal land-grant college of the State. It 
was their opinion that the purpose for which the fund was given would 
be better served if it were given to the new institution, and they were 
of the belief that the university would willingly turn it over for that 
purpose. An act was accordingly passed, on March 23, 1888, establish- 
ing the Rhode Island Agricultural School, which was located at 
Kingston and entered its first class in September, 1890. 

In August, 1890, the United States Congress passed the "new Mor- 
rill bill," appropriating for the further sui)port of the agricultural and 
mechanical colleges a sum beginning with $15,000 and continuing with 
a yearly increase of $1,000 until the annual appropriation should reach 
$25,000. In order that the Rhode Island Agricultural School might 
receive the benefit of this act, the general assembly of the State 
amended the chapter of the public statutes establishing the school, 
and incorporated the institution as the Rhode Island College of Agri- 
culture and Mechanic Arts. The new college, however, did not for a 
time receive the benefit of this fund, as Brown University filed with 

' By President John H. Washburn. 

201 



202 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

general treasurer of the State a deuiaiid that all moneys received by 
him under the act of Congress, August 30, 1890, be paid to the treas- 
urer of that institution; and at the same time secured an injunction 
from the supreme court restraining him from paying the same to the 
treasurer of the agricultural college. The case was taken before the 
United States circuit court, and a decision was given in favor of the 
latter institution. The university, however, appealed to the United 
States Supreme Court, and the final disposition of the fund would have 
been greatly delayed had it not been for a new measure taken by the 
State in April, 1894. This was the passage by the general assembly 
of a comi)romise act, by which the state treasurer was authorized to 
pay to Brown University the sum of $10,000, in consideration of which 
that institution was to tnrn over to the State the $50,000 from the 
land-grant fund, and the accumulated Morrill fund, amounting to 
$88,000. This has been done, and the college now enjoys the benefit 
of these funds. Up to that time the institution had no means of sup- 
port outside of the State appropriations. 

COURSES OF STUDY AND FAiULITIES FOR INSTRUCTION. 

As the state Agricultural School the institution ofi'ered a three 
years' course, comprising two years of high school and one of col- 
lege work. The course included mathematics, language, science, agri- 
culture, horticulture, and mechanics, the latter consisting then of 
woodwork only. The first year opened with a class of 30 pupils, and 
the next year's class was equally large. The institution began its 
third year as the Rhode Island College of Agriculture and Mechanic 
Arts, with a new and more advanced course of study. The length of 
the graduate course, leading now to the degree of bachelor of science, 
was changed to four years, and it is similar in character to that of the 
agricultural and mechanical colleges of other States. The graduate 
course, the same for all students durnig the freshman year, divides at 
that time into the agricultural and mechanical courses. They continue 
the same in many respects, but as the aim in one case is preparation 
for agricultural pursuits, and in the other for mechanical work, the 
course taken is modified to suit the end chosen by the student, who 
nuist decide at the beginning of his sophomore year which line he 
wishes to follow. The work in language is similar throughout the 
course, and the two divisions study botany, physics, the first two terms 
of chemistry, astronomy, political economy, and pyschology together 5 
but while the agricultural student goes on with chemistry and biology 
and takes up agriculture and kindred subjects, the mechanical student 
continues mathematics and takes up practical and theoretical mechan- 
ics. The agricultural student receives instruction in woodwork and 
carpentering, but does not go so far with ironwork, mechanics, and 
engineering. 



THE COLLEGE OF AGRICULTURE AND MECHANIC ARTS. 203 

In addition to the graduate courses special courses are given for the 
benefit of those who can not take the full course in four years, or who 
wish to give especial attention to a jiarticular line of work. Young 
women may graduate by substituting work in language, art, or science 
for the practical agriculture and meclianics required of the young men. 
Tlic institution gives a short winter course in agriculture and mechanics, 
as many who would like to avail themselves of the advantages ofiered 
by the college can be here only for a limited time during the winter. 
This course combines jiractical work in the shops with a certain amount 
of time spent in the recitation room, the proportion of i^ractical and 
theoretical work being fixed by the desire and ability of the student, 
subject to the approval of the faculty. No student, however, is allowed 
to take shop work alone, but must maintain a fair standing in at least 
one or two of the subjects presented in the lecture room. 

The aims, facilities, and methods of the instruction given by the col- 
lege may be seen in a brief account of some of the various departments. 

THE MECHANICAL DEPARTMENT. 

On a new basis and with increased means the work of the college 
has been extended in many directions. The change from Agricultural 
School to Agricultural and Mechanical College has made especially 
important the further development of the mechanical division, which 
has become a strong department of the institution. A mechanical 
building has been opened, containing a machine shop, well equipped 
with lathes, planes, drills, and other machinery and apparatus for iron- 
work, together with facilities for woodwork and the various branches 
of mechanical instruction, while a forge shop has been fitted up with 
forges, anvils, and the other tools necessary for that line of work. 

The mechanical in.struction begins with graded exercises in the car- 
T)enter shop, from which the student goes to the turning lathe and the 
machine saw, and in the sophomore year takes up constructions, 
mechanical drawing, and forging. The agricultural juniors continue 
forging and take up agricultural mechanics, while the mechanical men 
take lathe work, architectural drawing, strength of materials, and 
principles of mechanism, followed in the senior year by theoretical 
and applied mechanics, engineering, and mechanical practice. Many 
of the young women at the college have taken instruction in wood- 
carving. 

The work in mathematics begins with algebra and geometry in the 
freshman and trigonometry in the sophomore year. The mechanical 
juniors take up analytical and descriptive geometry and calculus, with 
calculus and astronomy in the senior year. The agricultural students 
also receive instruction in astronomy. 

Physics is taught during the sophomore year. The laboratory con- 
tains apparatus for the illustration of sound, light, heat, and electricity, 



204 HISTORY OF HIGHER EDUCA.TION IN RHODE ISLAND. 

which are taken up iu the order named. The study of electricity and 
magnetism is continued during the junior year. The apparatus inchides 
a solar lantern, which is also very useful for illustrated lectures, which 
are given in connection with many of the subjects taught in the vari- 
ous departments. 

THE AGRICULTURAL DEPARTMENT. 

The aim of the instruction in this department is to give theoretical 
and practical agricultural knowledge, and especially to impress upon 
the student the application of scientific principles to agriculture. The 
work of the freshman year includes the study of farm buildings, tools 
and machinery, the arrangement of fields, fencing, and drainage. Tbe 
sophomore year is given to the study of the breeds of live stock, with 
lectures on the care of farm crops. Two terms of the junior year are 
spent on the study of soils, manures, and fertilizers, and the agriculture 
of the senior year is devoted to the laws of breeding and stock-feediug. 
This division of the college receives much benefit from the connection 
with the experiment station, as its farm and work are available for 
illustration and its library for reference. 

The horticultural department maintains a fruit and vegetable gar- 
den, including an orchard of 260 trees, a vineyard of 500 vines, and 
plantations of the smaller fruits, amounting in all to about 350 varieties. 
This department also has charge of the plauting of shade trees about 
the college grounds, and the care of the walks and lawns. The instruc- 
tion consists of lecture-room exercises and practical work in the gardens. 

Botany and microscopy are taught during the sophomore and junior 
years. The laboratory is equipped with compound microscopes, micro- 
meters, dissecting instruments, a microphotographing apparatus, etc., 
with tables for laboratory work and cases for the apparatus and for the 
library of the department. 



The work of this department includes anatomy, physiology, zoology, 
and veterinary science, with political economy and psychology. The 
outfit of the division includes a manikin, a large model of the horse, 
and a number of smaller i)apier-mach6 models, various anatomical 
preparations, dissecting instruments, and other apparatus. The library 
contains a number of excellent works on biology, political economy, 
and psychology. 

LANGUAGE AND HISTORY. 

History is studied only during the freshman year. The first term is 
devoted to a review of American history and the remainder of the 
year to general history. 

English — comprising rhetoric, composition, and literature — is studied 
throughout the entire course. In the junior and senior years especial 



THE COLLEGE OF AGRICULTUKE AND MECHANIC ARTS. 205 

attentiou is given to English, and American literature, the work of the 
senior year being largely elective. The library is of great advantage 
to this department, in the line both of history and literature. 

French is studied during the sophomore year, and is elective for the 
juniors and seniors. The work comprises grammar and composition, 
with the reading of short stories and poems. 

German is required during the junior year, and is elected by many 
of the seniors. The work consists of grammar, composition, conversa- 
tion, reading, and an outline of German literature. A few standard 
German works have been added to the library. 

AKT DEPARTMENT. 

The art department has been provided with a large and well-lighted 
studio, containing a large number of casts, models, drawings, and pho- 
tographs from the best examples of painting and sculpture, with bric-a- 
brac, draperies, screens, and other studio properties. The rooms are 
very conveniently arranged with cases for material and racks for the 
work of the pupils. A portion of the studio is devoted to an excellent 
library, which is of the greatest value to the art student. Charcoal 
drawing, beginning with casts and simple studies, is taken up by the 
freshman class and carried through the sophomore year, one term of 
which is given to clay modeling. The seniors are allowed to elect draw- 
ing, life work, and painting. One hour each week is given to rapid 
sketching from life, in which all are at liberty to take part. 



COURSE OF STUDY. 

Freshman year. Freshman year— Continued. 



FIRST TEEM. 

Hours. 

Algebra 5 

English 5 

Physical geography 3 

History 2 

Latin (elective) 3 

AFTERNOON. 

Agriculture ' 2 

Military drill 2 1 

Beuclnvork in wood 6 

SATDRDAY. 



Military tactics 

Inspection 

Military drill-.. 



SECOND TERM. 

Hours. 

Algebra 5 

English 5 

Physiology 3 

Latin (elective) 3 

History 2 

AFTERXOON. 

Bookkeeping and business law 5 

Woodwork 6 

Saturday, same as first term. 

THIRD TERM. 

Algebra and logarithms 3 

English 4 

Geometry 4 

Physiology 2 

History 2 

Latin (elective) 3 



' Farm management, buildings, fences, and tools. 

-Military instruction will be given on the appointment of an officer by the War 
Department to the college. 



206 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 



COUiiSE OF STUDY-Contiimcfl. 



Freshman year — Coiit iiuicd. 
THIRD TEUM-Coiitiiiii.d. 

AITEUNOON. 

Hours. 

Free-hand drawinjj^ 4 

Agriculture ' 1 

Saturday, saiiu! as liryt term. 

Jfiriciilliiral cour.se, mphomorc year. 

FIKST TERM. 

Geometry 5 

Agriculture- 3 

Physics - 3 

Euglifsli 2 

Modern hnigun.uc' 3 

Latiu (elective) 3 

AKTEltNOON. 

Modeling 2* 

Free-hand drawing 2 

Practical agriculture ■" 2 

Physical laboratory 2 

Wood turning 3 

Saturday, same as fresliman year. 

SECOND TERM. 

Trigc-nometry 3 

IJotauy 4 

English 2 

Physics 3 

Modern lauguago 3 

Latin (elective) 3 

AFTERNOON. 

Mechanical drawing 2 

Constructions 2^ 

Wood turning 3 

Physical laboratory 2 

Saturday, same as first term. 

THIRD TERM. 

Surveying 1 

Physics 3 

Botany 5 

Modern language 3 

Clicniistry (inorganic) 3 

Latiu (elective) 3 

AFTERNOON. 

Physical laboratory 2 

Practical surveying 6 

Experimental chemistry 2 

Saturday, same as first term. 



Mechanical course, ,<iop]ioniore year. 
FIRST TERM. 

Honrs. 

Pin lie geometry 5 

Solid geometry 3 

Physics 3 

English 2 

Modern language ' 3 

Latin (elective) 3 

AKTEK.NOON. 

Free-hand drawing 2 

Wood turning 6 

Physical laboratory 2 

Satur<la3', same as tn'shmaii year. 

SECOND TERiM. 

Trigonometry 3 

Botany 4 

English 2 

Physics 3 

Modern language 3 

Latiu (elective) 3 

ArrKKNOON. 

Mechanical drawing 2 

Forging 6 

Physical laboratory 2 

Saturday, same as first term. 

THIRD TERM, 

Surveying 1 

Physics 3 

Botany 5 

Modern lauguago 3 

Chemistry 3 

Latin (elective) 3 

AFTIvKN'OON. 

Ex])orimental chemistry 2 

Physical laboratory 2 

Mechanical drawing 3 

Forging 3 

Saturday, same as first term. 

Agricultural course, junior year. 
FFRST TERM.6 

Road construction and leveling 3 

Zoology and entomology . . , 4 

Inorganic chemistry 3 

Modern language 3 

Horticulture 2 

Latin (elective) 



'Drainage. * Breeds of live stock. 

^Modern language will be French or German ; a course in conversation, composi- 
tion, and acientitic lYencli and German is given. 

"Farm ca-ops and their cultivation. "Saturdays, same as in freshman year.- 



THE COLLEGE OF AGRICULTURE AND MECHANIC ARTS. 207 
COURSE OF STUDY— Coiitin.iod. 



Agricultural roiirac, junior year — Cout'd. 
FIKST TE1;M— Continued. 

AKTERXOOX. 

Hours. 

Qnnlitativc nnaly.'^is 4 

Practical lioitionlture 2 

Leveling and road surveying 3 

French (elective).. 3 

•SECOXD TERM. ' 

English 4 

Agriculture - 3 

Organic chemi.stry 3 

Modern language 3 

Physiological hotany 2 

Frcn<h (elective) 3 

Latin (elective) 3 

AFTERNOON. 

Microscopy 2 

Forging 3 

Qualitative! ana-lysis 6 

THIKD TERM.' 

English 4 

Agriculture - 4 

Agricultural chemistry 4 

Modern language 3 

French (elective) 3 

Latin (elective ) 3 

AFTERNOON. 

Chemical laboratory 6 

Elect 1 : 

Free-hand drawing 6 

Agricultural mechanics" 6 

Botanical laboratory work 6 

Mechanical course, junior year. 

FIRST TEEM.' 

Inorganic chemistry 3 

Analytical geometry 4 

Modern language 3 

Electricity and magnetism 3 

Descriptive geometry 2 

Latin (elective) ..» ■ 3 

AFTERNOON. 

Qualitative analjsis 4 

Physical laboratory 2 

Lathe work 3 



Mechanical conrtu', junior year — Cont'd. 

SECOKi) TERM. I 

ITonr,s. 

English 4 

Analytical geometry 4 

Modern language 3 

Calculus 3 

Latin (elective) 

AFTERNOON. 

Qualitative analysis G 

Lathe work 3 

Mechanical drawing 3 

THIRD TERM. ' 

English 4 

Calculus 3 

Strength of materials 2 

Modern language 3 

Principles of mechanism 3 

Latin (elective) 

AFTERNOON. 

Mechanical laboratory 2 

Architectural drawing 2 

Elect: 

Chemical laboratory 6 

Mechanical drawing 3 

Agricultural course, senior year. 
FIRST TESM. 
Anatomy and physiology of domestic 

animals, and veterinary science.. . 5 
Political economy and science of 

government 4 

Modern language (elective) 3 

Agriculture ' 3 

AFTERXOON. 

Apiary work 2 

Orations 1 

Art work (elective) 3 

SECOND TERM. 

Veterinary science 4 

Political economy and science of 

government 4 

Astronomy 4 

Market gardening 3 

Modern language (elective) 3 

AFTERXOO.V. 

Geologj" 2 

Orations 2 



' Saturdays, same as in freshman jear. 
"Soils, manures, and fertilizers. 



3 Wood or iron work. 
■•Stock breeding and ieediuj 



208 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 
COURSE OF STUDY— Contiuned. 



Agricultural course, senior year — Cont'd. 

THIRD TERM. 

Hours. 

Forestry and landscape gardening.. 2 

Geology 2 

Mental science 4 

Veterinary science 4 

Thesis work 3 

Modern language (elective) 3 

AFTEKNOON. 

Geology excursions 2 

Art work (elective) 3 

Mechanical course, senior year. 
FIRST TERM. 

Calculus 3 

Political economy and science of gov- 
ernment 4 

Theoretical and applied mechanics . 5 

Elect 1 : 

English literature 3 

Engineering 3 

Modern language 3 

Chsmistry 3 

AFTERNOON. 

Orations ^ 2 

Practice, mechanical 6 

Art work (elective) 3 



Mechanical course, senior year — Cont'd. 

SECOND TERM. 

Hours. 

Astronomy 4 

Political economj^ 4 

Theoretical and applied mechanics. . 4 
Elect 1 : 

English literature 3 

Modern language 3 

Engineering 3 

Chemistry 3 

AFTEKNOON. 

Orations 2 

Practice, mechanical 6 

THIRD TERM. 



Thesis work 

Mental science 

Theoretical and applied mechanics . 
Elect 1 : 

English literature 

Modern language 

Chemistry 

Engineering 



AFTERNOON. 



Practice, mechan ical 6 



h)tn 



BIBLIOGRAPHY. 209 

BIBLIOGRAPHY. 

In addition to tbe following works which have been consulted for in- 
formation, special recognition is due to William E. Foster, of the Provi- 
dence Free Public Library, and Amos Perry, of the Ehode Island His- 
torical Society. Through the courtesy of Augustine Jones, principal of 
the Friends' School, materials were furnished from private collections 
and from the records of the school. For information regarding Brown 
University acknowledgment is made to President E. B. Andrews, Prof. 
John L. Lincoln, and Dr. Eeuben A. Guild, the librarian. 

History of the State of Rhode Island and Providence Plantation. 2 vols. 3d edi- 
tion. New York, 1878. 

Records of the Colony of Rhode Island and Providence Plantations: Edited by J. 
R. Bartlett. 10 vols. Providence, 18.56, and in succeeding years. 

A Catalogue of Books and other Publications Relating to the State of Rhode Island. 
John Russell Bartlett. Providence, 1864. 

Early Recollections of Newport, Rhode Island. From the year 1793 to 1811. George 
G. Channing. Newport, 1868. 

Annals of the Town of Providence from its First Settlement to the Organization of 
the City Government in June, 1832. William R. Staples. Providence, 1843. 

Town and City Government of Providence. G. G. Wilson. Providence, 1889. 
(Pamphlet). 

Stephen Hopkins. William E. Foster. 

Files of the Providence Gazette, Newport Mercury, and the Providence Journal. 

SCHOOLS AND ACADEMIES. 

Reunion of the Young Ladies' High School, February 5, 1858. Reprinted from Bar- 
nard's American Journal of Education. June, 1858. 

Organization and proceedings of the Alumni Association of the New England Yearly 
.Meeting School. This volume contains the account of the proceedings from the 
years 1859 to 1867. It also gives selections from the journals kept by two of 
the teachers who were at the school when it was reorganized in Providence. 

History of the Town of East Greenwich. Dr. D. H. Greene. 

Historical Address delivered before the Alumni of East Greenwich Academy, June 22, 
1882. Dr. Henry E. Turner. (Pamphlet.) 

Dedicatory address by Rev. Augustus AVoodbury. January 23, 1879. (Pamphlet.) 
This address was delivered at the dedicatory exercises of the normal school. 

A History of Public Education in Ehode Island from 1636 to 1876. Edited by T. B. 
Stockwell. Providence, 1876. 

Life and Recollections of John Howland, late president of the Rhode Island Histor- 
ical Society. By Edwin M. Stone. 
Among other sources of information regarding schools academies are cata- 

logues, memorial addresses, records, local histories, newspaper files, and interviews 

with former or present principals. 

BROWN UNIVERSITY. 

History of Brown University, with Illustrative Documents. Reuben A. Guild. 
Providence, 1867. This is the documental history of the University to the year 
1867. From the manuscripts and records in the archives of the University Dr. 
Guild has prepared this work. The edition was limited to 300 copies. 

Life, Times, and Correspondence of James Manning, and the Early History of Brown 
University. Reuben A. Guild. Boston, 1864. From the Manning correspond- 
ence in the possession of Dr. Guild, this volume was edited. It is valuable for 
the early history of the University. 
1123 R I -U 



210 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

The First Commencement of Rliode Island College, and especially the Discussion of 
American Independence, which constituted the prominent feature of the com- 
mencement exercises. Reuben A. Guild, Collection of Rhode Island Historical 
Society, Vol. vii. Providence, 1885. 

Literary rcmuiua of .Jonathan Maxcy. Romeo Elton, d. d. New York, 1844. 

Francis Wayland. James O.Murray. American Religious Leaders series. Boston, 
1891. 

A Memoir of the Life and Labors of Francis Wayland, i). d.. i.i.. d. By his sons 
Francis and PI. L. Wayland. 2 vols. New York, 1867. 

Wayland as a Metaphysician. North American Review, July, 1855. 

Wayland, Francis. Atlantic Monthly, January, 1868. 

A discourse in Commemoration of the Life and Character of the Hon. Nicholas Brown, 
delivered in the chapel of Brown University, Novembers, 1841. Francis Way- 
land. (Pamphlet.) 

Celebrationofthe One Hundredth Anniversary of the Founding of Brown University, 
September 6, 1864. Providence, 1865. In addition to the full account of the 
proceedings of the celebration, numerous quotations are given from the early 
records of tlio corporation. 

Brown University in the Civil War. A memorial. Henry Sweestcr liurrage. Prov- 
idence, 1868. 

Dr. Sears as a Theological Professor. Prof. O. S. Stearns, n. n. Baptist Quarterly 
Review, Vol. vi, 1883. 

Proceedings of the Trustees of the Peabody Educational Fund, 1874-1881, Vol. n. 
Boston, 1881. 

A Discourse Commemorative of the Life and Services of Rev. Alexis Caswell, d. r>., 
LL. D. June 19, 1877, Prof. John L. Lincoln. Providence, 1877. (Pamphlet.) 

Memoir of J. Lewis Diman, compiled from his letters, journals, writings, and the 
recollections of his friends. Caroline Hazard. Boston, 1888. 

Orations and Essays, with selected parish sermons by the Rev. J. Lewis Diman. A 
memorial volume edited by J. O. Murray. Boston, 1882. This volume has the 
memorial discourse which was delivered by Prof. Murray at the request of the 
corporation. 

Prof. S. S. Greene, LL. D., by Reuben A. Guild. Baptist Quarterly Review, Vol. v, 
1883. 

George Ide Chace. A memorial edited by James O. Murray. Boston, 1886. 

William Gammwell. A biographical sketch, with selections from his writings. 
Edited by James 0. Murray. Boston, 1890. 

Charter of Brown University, Reuben A. Guild. Pamphlet reprinted from Bap- 
tist Quarterly Review, April, 1875. 

Brown University. Reuben A. Guild. The New England Magazine, January, 1886. 

Report to the corporation of Brown University on the changes in the system of 
collegiate education. Providence, 1850. This pamphlet of 76 pages contained 
the report of Dr. Wayland, who Avas chairman of the committee chosen by the 
corporation to consider the changes in the system of education. 

Exercises at the opening of Sayles Memorial Hall, Brown University, June 4, 1881. 
(Panvphlet.) Providence;, 1881. 

Collections of the "Liber Bruuensis," the annuals published by the Greek letter 
fraternities. 

College catalogues and collections of the programmes of various academic exercises. 



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